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Recent studies have shown that adaptive learning technology can significantly change mathematics teaching. This research used a combination of methods to explore how adaptive learning technologies (ALTs) can improve cognitive abilities in math instruction. The study involved 300 secondary school students. Quantitative data was collected through pre-tests and post-tests to evaluate problem-solving, critical thinking, and logical reasoning skills, as well as a survey on students' opinions about ALTs. Qualitative data was gathered by analyzing participant responses in depth. The quantitative data was analyzed using descriptive statistics, paired samples t-tests, ANCOVA, correlation analyses, and regression analyses. The qualitative data was examined using thematic analysis. The results showed significant improvements in cognitive abilities with the use of ALTs, supported by both quantitative and qualitative data. Additionally, using ALTs was positively linked to the development of cognitive skills. These findings enhance our understanding of the importance of ALTs in mathematics education and provide useful insights for teachers, curriculum developers, and policymakers.
Mohamad Ahmad Saleem Khasawneh (Thu,) studied this question.