Quasi-experimental design reveals significant performance differences in mathematics assessments, indicating the role of generative AI.
The research examines the integration of generative AI, such as ChatGPT, in the mathematics curriculum at Sultan Qaboos University. It focuses on how customized assessments can prevent academic dishonesty while maintaining both academic integrity and the quality of education. A quasi-experimental design was utilized with 54 students, using classroom exam evaluations. The study compared the educational performance of students using ChatGPT (experimental group) with those who didn't (control group). The quantitative analysis indicated a significant performance disparity, favoring the group that used ChatGPT in the general exam. The study recognizes the necessity for additional research on the long-term effects of generative AI in mathematics education, particularly concerning advanced topics. The findings suggest certain educational implications and recommendations for the field.
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ALHatmi et al. (2025) studied this question.
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