RESEARCH CONCEPT PROPOSAL
APLD02: Practical Research 1
Group No. 1 Topic Analyzing the Role of AI-Generated Feedback on
Students’ Problem-Solving Skills in Mathematics
Section THOR Concept No. 1
Working Research AI-Generated Feedback: Enhancing Senior High School
Title Students’ Problem-Solving Skills in Mathematics
-To evaluate the effectiveness of AI-driven tools in improving students’ mathematical
problem-solving skills.
Research Objective/ -To compare AI-driven insights with traditional teaching methods in terms of improving
Goal problem-solving accuracy.
-To assess the accessibility and ease of use of AI-driven tools for diverse learners in
mathematics.
1. How effective are AI-driven tools in enhancing students’ problem-solving accuracy and
efficiency?
2. How accessible and user-friendly are AI-driven tools for diverse learners in
Research Questions mathematics?
3. What are the differences in problem-solving performance between students using AI-
driven tools and those using traditional methods?
Asian College of Technology Senior High School Students
- Senior High School students studying mathematics, divided into AI-tool users and
Target Participants traditional learners. They are selected to ensure a direct comparison of the effectiveness
of AI tools in enhancing problem-solving skills.
Asian College of Technology- IEF
- Classrooms where AI-driven tools are used alongside traditional teaching methods.
Target Environment This setting allows for controlled evaluation of AI tools’ impact on mathematical learning.
Type of Quantitative Quasi-Experimental Study
Research Use
Study Title: Enhancing mathematical capabilities through ChatGPT and
similar generative artificial intelligence: Roles and challenges in solving
mathematical problems.
Author/s: Nitine Rane
Findings: This study explores the transformative impact of generative AI
technologies, such as ChatGPT, on mathematical problem-solving in education. It
highlights the benefits of AI in providing personalized learning experiences,
immediate feedback, interactive problem-solving, and step-by-step solutions
Review of Related tailored to individual student needs. However, challenges such as ensuring
Literature and Studies solution accuracy, mitigating biases in training data, balancing automation with
human intervention, and addressing ethical concerns like data privacy are
(Look for studies that are identified. The research also examines the cognitive effects of AI reliance on
connected to your study. Just critical thinking and conceptual understanding. By fostering a collaborative
fill out the necessary relationship between generative AI and human intelligence, the study emphasizes
information. Findings must be the potential of AI to enhance mathematics education while addressing its
summarized. You may use complexities, ultimately preparing students for the demands of the modern
google scholar as reference.) world.
Reference/Link: Rane, N. (2023). Enhancing Mathematical Capabilities through
ChatGPT and Similar Generative Artificial Intelligence: Roles and Challenges in
Solving Mathematical Problems. SSRN Electronic Journal.
https://doi.org/10.2139/ssrn.4603237
Study Title: The comparison of general tips for mathematical problem
solving generated by generative AI with those generated by human
teachers
Author/s: Jiyou Jia, Tianrui Wang, Yuyue Zhang, Guangdi Wang
Findings: This study evaluates the use of generative AI, specifically
ChatGPT, in creating general tips for solving mathematical problems using
prompt engineering and Chain of Thought (CoT). The research involved a
Turing test where 121 evaluators assessed ChatGPT-generated tips and
human-designed tips for a geometry and an algebra problem. Results
revealed that human-designed tips scored significantly higher (p < 0.05),
although evaluators could not consistently distinguish between AI-
generated and human-designed tips. ChatGPT's average precision, recall,
and F-value for generated tips were below 40%. Despite these limitations,
AI-generated tips are recognized as a valuable resource for teachers,
enhancing efficiency in developing educational aids and supporting
students’ mathematical learning.
Reference/Link: Jia, J., Wang, T., Zhang, Y., & Wang, G. (2024). The
comparison of general tips for mathematical problem solving generated by
generative AI with those generated by human teachers. Asia Pacific
Journal of Education, 44(1), 8–28.
https://doi.org/10.1080/02188791.2023.2286920
Study Title: Exploring the interplay between AI and human logic in
mathematical problem-solving
Author/s:Shanzhen Gao, Weizheng Gao, Olumide Malomo, Julian D Allagan, Ephrem
Eyob, Chandrasheker Challa, Jianning Su
Findings: This study examines the interplay between Artificial
Intelligence (AI) and human logic in mathematical problem-solving,
comparing AI-generated solutions, such as those from ChatGPT, with
traditional human methods. Using diverse mathematical challenges, it
evaluates AI’s computational strategies and their alignment with human
reasoning, identifying both complementary strengths and limitations. The
research also explores the educational implications of AI tools,
emphasizing their role in enhancing students’ problem-solving skills while
maintaining a balance between AI’s computational efficiency and human
creativity. The study advocates for a collaborative approach, leveraging AI
to enrich mathematics education while fostering human cognitive depth
and innovation.
Reference/Link: Gao, W., Gao, S., Malomo, O., Allagan, J. D., Eyob, E., Challa, C., & Su,
J. (2024). Exploring the interplay between AI and human logic in mathematical problem-solving.
Online Journal of Applied Knowledge Management, 12(1), 73–93.
https://doi.org/10.36965/ojakm.2024.12(1)73-93
