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Education·G Space·Evidence-backed gain·Published 2026-07-20

Innovative Teaching Methods Supported by Artificial Intelligence and Students’ Mathematical Problem-Solving: The Mediating Role of Student Engagement

The study investigated how innovative, AI-supported teaching methods relate to the mathematics problem-solving ability of Senior High School (SHS) students in Ghana. This study examined how teachers’ AI-supported pedagogical practices relate to students’ problem-solving ability, the extent to which student engagement serves as an explanatory variable for that relationship, and whether students’ mathematical self-belief (MSB) moderates that relationship. A quantitative cross-sectional design was employed; partici…

TRV-2026-0373Peer-reviewedPermanent record — cite & verify
Innovative Teaching Methods Supported by Artificial Intelligence and Students’ Mathematical Problem-Solving: The Mediating Role of Student Engagement

"Gayle Shayman answers questions from Lio Ho Senior High School students" by AIT Public Diplomacy is marked with Public Domain Mark 1.0. To view the terms, visit https://creativecommons.org/publicdomain/mark/1.0/.

The quick read

Researchers surveyed 385 senior high school students in Ghana to test how teachers' AI-supported pedagogical practices relate to mathematics problem-solving, whether student engagement explains that link, and whether mathematical self-belief moderates it.

The association matters because it points to engagement as the pathway through which AI-enhanced instruction may improve higher-order math skills, but the cross-sectional design and single-country school sample leave open whether the gains persist over time or transfer beyond this context.

Main points
  • Study examined 385 students from public and private Senior High Schools in Ghana using a structured questionnaire and structural equation modeling.
  • AI-supported pedagogical practices significantly enhanced both student engagement and problem-solving ability.
  • Student engagement partially mediated the link between instructional practices and problem-solving ability.
  • Mathematical self-belief had a direct influence on problem-solving but did not significantly moderate the teaching-practice relationship.
Gain

Teachers' AI-supported pedagogical practices were associated with higher student engagement and stronger mathematical problem-solving ability among senior high school students in Ghana.

The rundown

The research used a quantitative cross-sectional survey of 385 SHS students in Ghana from public and private schools, with data from a structured questionnaire analyzed via structural equation modeling to test mediation and moderation.

Results indicated engagement as a critical mechanism linking teaching methods to learning outcomes, while mathematical self-belief showed a meaningful direct influence on problem-solving ability but did not significantly modify the relationship between pedagogical practices and problem-solving.

Sources

Reader signal

How should this claim be treated?

The debate