Evaluating the Impact of AI-Supported Inquiry-Based Learning on Students’ Creative Mathematical Performance, Critical Problem-Solving Skills, and Attitudes toward Mathematics
DOI:
https://doi.org/10.7160/eriesj.2026.190204Keywords:
AI-assisted learning, inquiry-based learning, creative mathematical performance, critical problem-solving skills, attitude toward mathematicsAbstract
Mathematics education increasingly requires teaching approaches that strengthen students’ creativity, problem-solving skills, and positive attitudes toward learning. However, limited evidence exists on the effectiveness of AI-supported inquiry-based learning in developing multiple dimensions of mathematical competence among secondary school students.
This study examined the impact of AI-supported inquiry-based learning on creative mathematical performance, critical problem-solving skills, and attitudes toward mathematics. Using a quasi-experimental design, students with a mean age of 12.79 years (SD = 0.68) were assigned either to an experimental group receiving AI-supported inquiry-based learning or to a control group receiving conventional instruction. Data were collected through validated tests and questionnaires.
The results showed that AI-supported inquiry-based learning significantly improved students’ creative mathematical performance and attitudes toward mathematics compared with traditional instruction, but it did not produce a statistically significant improvement in critical problem-solving skills. Multivariate analysis confirmed a significant overall group effect, while correlation analysis showed positive relationships among all variables in both groups. Overall, the findings suggest that AI-supported inquiry-based learning mainly supports creativity and affective development, while its effect on problem-solving skills remains limited. It may also improve instructional efficiency through guided exploration, adaptive feedback, and reduced cognitive load.
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