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TRUVACE RECORD VERSION
record: TRV-2026-0373
version: 1
kind: certified
reason: Certified into the record
timestamp: 2026-07-20T09:14:39.489646Z
status: published
lens: g_space
sector: education
headline: Innovative Teaching Methods Supported by Artificial Intelligence and Students’ Mathematical Problem-Solving: The Mediating Role of Student Engagement
dek: 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…
gain_title: Teachers' AI-supported pedagogical practices were associated with higher student engagement and stronger mathematical problem-solving ability among senior high school students in Ghana.
problem_title: (none)
trace_subject: (none)
gain_reading: Teachers' AI-supported pedagogical practices were associated with higher student engagement and stronger mathematical problem-solving ability among senior high school students in Ghana.
gain_evidence: AI-supported pedagogical practices of teachers significantly enhance both student engagement in mathematics and problem-solving ability | Student engagement partially mediates the relationship between instructional practices and problem-solving ability
problem_reading: (none)
problem_evidence: (none)
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.
limitation: Findings are bounded by a cross-sectional design and a sample limited to Ghanaian senior high schools, limiting causal and generalizability claims.
tag: Evidence-backed gain
key_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.
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:
- peer_reviewed | EIKI Journal of Effective Teaching Methods | https://doi.org/10.59652/7tsj5730 | 2026-02-27
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