EVALUATING THE IMPACT OF AI TOOLS ON INSTRUCTIONAL EFFECTIVENESS: A QUANTITATIVE EXPERIMENTAL STUDY
DOI:
https://doi.org/10.5281/zenodo.15697787Keywords:
Artificial intelligence, Educational technology, Instructional effectiveness, Teacher workload, Secondary education, AI tools, Student engagementAbstract
The incorporation of Artificial Intelligence (AI) tools in education is quickly transforming teaching methodology and learning spaces across the globe. This quantitative experimental research explores the effects of AI-based pedagogical tools—TeachMateAI, Gamma AI, and Quizizz—on effectiveness in teaching, time management, and student engagement among secondary school teachers of mathematics in Bihar, India. Using a one-group pre-test/post-test experimental design, 60 PGT mathematics teachers were enrolled through the process of stratified purposive sampling. Participants incorporated the three AI tools into instruction within a four-week intervention. Pre- and post-intervention data were gathered through standardized Likert-scale questionnaires, time-use logs, and tool usage measures. Statistical analyses were performed using SPSS 29, including descriptive statistics, paired sample t-tests, effect size computation (Cohen's d), Pearson's correlation, and ANOVA. Statistically significant gains on instructional effectiveness (t = 10.88, p < .001), management of workload (t = 9.21, p < .001), and student engagement perception (t = 11.03, p < .001) were the results. Large effect sizes (Cohen's d > 1.0) in all areas confirmed high practical significance. Furthermore, positive teacher attitudes towards AI were positively but modestly related to instructional effectiveness following intervention (r = 0.61, p < .001), highlighting the role of mindset in teacher adoption of technology. Overall, the research concludes that AI tools, if utilized optimally, may make instructional delivery more effective, simplify administrative workload, and assist in student-centered teaching. These findings are consistent with the objectives of India's National Education Policy (NEP) 2020 and worldwide education guidelines promoting digital innovation in education. Future research should employ longitudinal study designs with control groups to further confirm these findings across educational contexts and disciplines.
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