Artificial Intelligence-Based Tools and Students’ Motivation in Mathematics in the Calabar Education Zone of Cross River State, Nigeria

This study quantitatively examined artificial intelligence – based tool and students’ motivation in mathematics in Calabar Education Zone of Cross River State, Nigeria. The research design adopted for this study was the correlational design. The researcher adopted a purposive sampling technique to select four schools for the study. The researcher applied simple random sampling technique where ten percent (10%) of the total number of schools in each zone were selected as sample schools for the study. Also, the researcher adopted the stratified random sampling technique which was consider ideal to cover the distinct sub-groups made up of male and female. The study has a sample size of two hundred (200) SS2 students from four selected schools in the two LGAs selected for the study. The instruments used for data collection and analysis were observational technique for teachers to assess their teaching effectiveness in the use of the two artificial intelligence – based tool and Mathematics Achievement Test (MAT) for students’ assessment of academic achievement. Data from instruments were analyzed using Pearson Product Moment Correlation Analysis to test the research hypotheses formulated. The findings revealed that there was significant relationship between ChatGPT, automated grading systems and students’ motivation in learning mathematics in the study area. The study recommended among others that thestate should organize training that will build teachers skills in the use of artificial intelligence – based tool such as ChatGPT and automated grading systems; specialists in computer application should be employed as a permanent staff to mentor other teachers in the use of artificial intelligence – based tool for instruction.