Republic of the Philippines

Zamboanga Peninsula Polytechnic State University

COLLEGE OF TEACHER EDUCATION
R.T. Lim Boulevard, Baliwasan, Zamboanga City

Exploring the Attitudes on the Use of Artificial Intelligence

Tools in Math Among College Students and Math

Teachers

A Research Proposal

Researchers

GANTIAO, DANILO JR. B

MANALO, CRISTY ANN R.

PAGUIA, CHRISTIAN D.G.

ROLLANO, JOHN PAUL A.

SIERRA, KYLE MADELINE R.

BSED-MATH III-A
 Chapter I

INTRODUCTION

Background of the Study

Mohamed, M. Z. et al. (2022) explored the role of technology in higher learning,

aiming to enhance human thinking and augment the educational process. Popenici and

Kerr (2017) assert that Artificial Intelligence (AI) assists students in finding answers

more quickly and easily. This innovative intelligence software allows students to access

all lesson-related information effortlessly. In today’s generation, students are

increasingly inclined to explore new knowledge independently, and AI serves as a

powerful tool to facilitate this exploration without relying on educators. However, Cope et

al. (2020) emphasize that AI will never completely replace the educator’s role.

Artificial Intelligence (AI), often abbreviated as AI, represents a fascinating

intersection of various disciplines within computer science. Its primary objective is

to create intelligent systems, machines, or software capable of performing tasks that

traditionally demand human cognitive abilities. These tasks span a diverse spectrum,

ranging from intricate problem-solving and nuanced decision-making to deciphering

natural language and identifying intricate patterns in data.

In the realm of AI, algorithms and models mimic human cognition, striving to

unlock the secrets of intelligence. Whether it’s training neural networks to recognize

images, developing chatbots that engage in meaningful conversations, or optimizing

recommendation engines, AI continues to reshape our technological landscape. As we

delve deeper into this field, we encounter exciting challenges and ethical
considerations, all while marveling at the potential for AI to revolutionize industries and

enhance our lives.

There are two primary types of AI: Narrow AI (Weak AI) and General AI (Strong

AI). Narrow AI is designed for specific tasks or a limited range of functions, such as

voice assistants like Siri, chatbots, and recommendation algorithms used by streaming

services. On the other hand, General AI refers to machines or systems with human-like

intelligence, capable of understanding, learning, and adapting across various tasks and

domains, as often portrayed in science fiction. However, achieving General AI remains a

subject of ongoing research and development.

According to Okoye (2022), Artificial Intelligence (AI) has rapidly advanced and

holds transformative potential across sectors, including education. In the realm of

education, AI can personalize learning, automate administrative tasks, and offer

intelligent feedback to teachers and students. Specifically in mathematics education, AI

addresses challenges by enabling individualized instruction and assessment.

In modern times, attitude is described as a “psychological tendency, expressed

by evaluating a particular entity with some degree of favor or disfavor” (Eagly &

Chaiken, 1993). The traditional approach defines attitude as consisting of three

complementary and not mutually exclusive components (Bagozzi, 1978; Fishbein &

Ajzen, 1972; Metsärinne & Kallio, 2016)

AI tools in mathematics education bring various advantages. Chatbots offer

immediate support, explaining concepts and generating practice problems. Data

analytics allow teachers to monitor student progress and provide personalized

recommendations. Machine learning algorithms adjust difficulty levels to suit individual

student needs. AI-driven educational games enhance engagement and motivation.

Overall, these tools enhance teaching, personalize learning, and foster student

development in mathematics education.

The integration of AI tools in education has become increasingly prominent,

impacting both students and teachers, particularly in educational and technical fields.

How teachers and students engage with these AI tools influences learning outcomes

and teaching methodologies. As technology evolves, it's essential to grasp how

educators and learners utilize AI tools. This understanding not only enhances teaching

strategies but also equips students with vital skills for their future careers.

Statement of the Problem

This study aims to Explore the Attitudes on the Use of Artificial Intelligence Tools

in Math Among the College Students and Math Teachers.

Specifically, it aims to answer the following:

1. What are the Artificial Intelligences (AI) tools utilized by the College Students and

Math Teachers?

2. What are the attitudes of the College Students and Math Teachers towards the

integration of Artificial Intelligence (AI) in teaching and learning mathematics?

3. What benefit/s do College Students and Math Teachers associate in the use of

Artificial Intelligence (AI) tools in teaching and learning Mathematics?

4. What are the challenge/s do College Students and Math Teachers encountered

while using Artificial Intelligence (AI) tools into their teaching and learning

Mathematics?
Significance of the Study

The following people will benefit from this study:

Administrator – The study can provide administrators with insights into the

benefits and challenges of AI tools utilization in mathematics education. This knowledge

can assist in making informed decisions regarding resource allocation, curriculum

development, and policy implementation. Understating the impact of AI utilization can

help administrators allocate resources effectively, ensuring appropriate technology

infrastructure, training programs, and support systems are in place to maximize the

benefits of AI tools.

Teachers – The study can offer teachers guidance on how effectively use AI

tools into their teaching practices, enabling them to provide personalized instruction,

offer targeted feedback, and create engaging learning experiences for Civil Engineering

and BSED Math students. The study’s findings can inform the design of professional

development programs that equip teachers with necessary skills and knowledge to

leverage AI tools effectively. This enhanced their teaching abilities and adaptability to

evolving technologies.

Students – By exploring the benefits and attitudes towards the utilization of AI

tools among Civil Engineering and BSED Math students, the study can contribute to

enhancing their mathematical understanding, problem-solving skills, critical thinking

abilities, and digital literacy. This can lead to improved academic performance and

better preparation for future educational and career opportunities. The research can

highlight the potential of AI tools to provide personalized learning experiences tailored to

the individual needs and learning styles of Civil Engineering and BSED Math students.

This can enhance students’ engagement, motivation, and overall learning experience.

School Facilities (Library) – The study can inform the library staff about the

Artificial Intelligence (AI) tools and resources that are relevant to the Civil Engineering

and BSED Math students. This knowledge can aid in the acquisition and curation of AI-

related materials, ensuring that students have access to up-to-date and relevant

resources.

Future Researchers – The study can contribute to the existing body of

knowledge on the exploration of benefits and attitudes towards the utilization of AI tools

among Civil Engineering and BSED Math students, providing a foundation for future

research in this area. It can inspire and guide future researchers to explore related

topics, expand upon the findings, and contribute to the continuous improvement of AI

utilization in mathematics education.

Scope and Delimitation of the Study

The study aims to explore the attitudes towards the utilization of artificial

intelligence (AI) among college students and Math teachers, specifically within the Civil

Engineering and BSED Mathematics programs, as well as among Math teachers at

Zamboanga Peninsula Polytechnic State University. Out of a total population of over

800 Civil Engineering and BSED Math students and more than 20 Math teachers, a

sample size of 200 college students and 20 Math teachers will be selected through

random sampling to participate in the survey. The respondents will provide insights into

the use of AI tools in mathematics learning, with the focus delimited to this
representative sample from the broader population at the university. This approach

ensures that the findings will reflect the perspectives of both students and educators

regarding AI's role in their academic environment.

Definition of Terms

Artificial Intelligence (AI) - uses computers and technology to emulate the human

brain's problem-solving and decision-making abilities.

Attitudes – refer to a set of feelings, belief, and behaviors towards objects, people, or

issues. They are often seen as an evaluation of a psychological object, represented in

dimensions such as good versus bad, pleasant versus unpleasant, or likeable or

dislikeable. In psychology, attitudes are composed of cognitive, affective, and behavioral

elements. They are formed experience, social factors, learning, and observation, and

they influence and are influence by behavior.

AI-PCAs (Artificial Intelligence-Powered Calculator Applications) – This are

calculator apps enhanced with AI technology. They’re designed to perform complex

calculations and solve mathematical problems more efficiently.

Mathematical Skills – refer to the abilities to perform and understand various

mathematical operations and concepts. They are fundamental to everyday life and are

used in a variety of situations, both academic and practical settings.

Sophisticated Technology – refers to advanced, highly developed, or complex

technology that often incorporates the latest innovations, findings, and advancements.
It’s usually characterized by its ability to perform complex tasks, automate processes,

improve efficiency, or enhance the quality of outcomes in various fields.

Mathematics Education – refers to the practice of teaching and learning mathematics,

along with the research needed to improve this practice. It involves various teaching

methods and curricula to help students understand ad excel in mathematics from basic

numeracy to advanced calculus. Mathematics education is curial because it not only

equips students with the mathematical skills that they need for everyday life but also

prepares them for careers in field like engineering, science, technology, and finance.
 CHAPTER II

REVIEW OF RELATED LITERATURE AND CONCEPTUAL FRAMEWORK

This chapter includes the ideas, finished thesis, generalization or conclusion and

other. Those that were included in this chapter helps in familiarizing information that are

relevant and similar to the present study.

Related Literature

In light of the evolving technological landscape, recent advancements and

expansion in machine learning have led to a new era of more innovative technology,

including the development of more intricate digital content generation methods and tools

like generative artificial intelligence (AI) (Hu, 2022). It encompasses various digital

solutions to create, generate, and facilitate learning experiences. Generative Artificial

Intelligence allows users to generate new content, such as text, images, audio, videos,

and 3D models, by typing their requests (Dwivedi et al., 2023).

As artificial intelligence (AI) becomes increasingly prevalent in various industries,

colleges and universities must keep pace with these advancements. Graduates are now

expected to possess a solid understanding of artificial intelligence (AI) tools and their

applications. Encouraging student participation in AI-related research projects facilitates

skill development and practical experience. Equipping Generation Alpha students with

the necessary artificial intelligence (AI) proficiency ensures they are well-prepared for

the job market and can contribute effectively to society (Al-Sa'di, A., & Ahmad, E. March
2023). For instance, when students struggle with complex numbers, an adaptive

artificial intelligence (AI) platform can provide tailored explanations, visual aids, and

practice problems based on their individual learning style. As students improve, the

platform adjusts by offering more challenging problems and introducing new topics. This

personalized artificial intelligence (AI) approach supports students, boosts their

confidence, and helps them excel in math (Graham, G. 2023).

According to Dergunova et al. aimed to evaluate the perspectives of 98

engineering students on artificial intelligence (AI). Based on their responses to

questions about intelligence and mind, it was concluded that the students did not have a

precise understanding of these concepts. This lack of knowledge may indicate

insufficient education in these areas. The research revealed that university students

perceive artificial intelligence (AI) as having great importance in education due to its

ability to offer gamification, foster virtual reality, enhance critical thinking, and facilitate

learning. On the other hand, most engineering students cited uncertainty as a major

drawback of artificial intelligence, and the lack of communication and interaction in AI-

powered vehicles was also deemed problematic. The growing prevalence of artificial

intelligence applications may decrease the need for human labor in certain professions,

which some students perceive as a disadvantage.

Yoo (2019) divided AI-related education into 40 items and examined the

importance and performance of each item for graduate students. Yoo found that

enhancing openness toward learning about AI was the primary prerequisite for

developing other elements of AI education. However, knowledge on openness to learn

AI or attitudes toward learning AI are mostly public opinions (Ikkatai et al., 2022;

Schepman & Rodway, 2020).

If students do not develop a positive attitude toward professional skills learning,

they are less likely to master it regardless of the effectiveness of their education (Ajzen,

1991; Fredrickson, 2001). Thus, measuring attitudes toward AI can be an important

factor in the success or failure of AI education.

A survey of 399 undergraduate and postgraduate students from various

disciplines in Hong Kong revealed a generally positive attitude towards GenAI in

teaching and learning. Students recognized the potential for personalized learning

support, writing and brainstorming assistance, and research and analysis capabilities.

However, concerns about accuracy, privacy, ethical issues, and the impact on personal

development, career prospects, and societal values were also expressed.

The use of new technologies in education is important because they serve as

facilitators for teachers and lead students in their mathematical learning (Kimmons,

2020; Mohd et al., 2023; Tatnall & Fluck, 2022).

Artificial Intelligence (AI) can serve various functions in math education, including

acting as a learning companion or tutor, aiding teachers, acting as a learning aid, and

offering advisory support for policymaking in education (Chen, 2020; Hwang & Tu, 2021;

Montalvo et al., 2018; Wei et al., 2018).

This is in line with the findings of another study that some of the participants had

concerns about the accuracy and reliability of ChatGPT as it may provide incorrect or

incomplete solutions to mathematical problems (Wu & Yu, 2023). Another study
revealed that the majority of participants affirmed ChatGPT’s commitment to providing

precise and beneficial responses to users’ enquiries.

AI offers an individualized learning experience for every student. This is very

beneficial for the student's mathematics learning one study by Xie et al. (2017) used the

genetic algorithm to implement a personalized e-learning system to provide

personalized curriculum development recommendations for students by promoting their

learning performance.

The AI is able to assess the student's abilities for each topic and respectively

give useful suggestions or move on to new mathematical topic. Overall, the results of

the studies encouraged the hypothesis that software can be a useful and motivating

educational tool (Beal, Arroyo, Cohen, Woolf, & Beal, 2010).

Conceptual Framework

Insights: Analysis reveals

students' perspectives,
Analysis of Data including challenges,
Participants: Through attitudes, and perceived
benefits of AI tool adoption.
 BSED Math and  Questionnaires
Civil Engineering Recommendations: Based
 Survey
on insights, suggestions are
students made to improve AI tool
 Math Teachers Collected data is analyzed integration.
to find common themes and
insights about challenges, Implication: Findings
attitudes, and benefits of inform educational policies
using AI tools. and future research in AI
tool utilization among
students in these fields.

Figure 1: The Conceptual Framework of the Study

 Figure 1. shows the conceptual framework of the study, this qualitative IPO

framework show how BSED Math and Civil Engineering students and Math Teachers

views in using AI tools. By analyzing data from questionnaires, and surveys, it seeks

insights into the challenges, attitudes and perceptions, and benefits of AI tool adoption.

These insights inform recommendations for better integration of AI tools and contribute

to shaping educational policies and future research in this area.

 CHAPTER III

RESEARCH METHODOLOGY

This chapter will show the Quantitative and Qualitative method of research to be

work by the researchers in conducting the study.

Research Design

This study was made by the means of mixed methods (qualitative and

quantitative) of researcher. The researcher attempts to get the answers to the

aforementioned problem and to meet and satisfy the objectives of the study. Likewise, it

also explores the attitudes on the use of Artificial Intelligence Tools in Math among

College students and Math Teachers. Specifically focusing on whether they are

currently using AI tools in their mathematics teaching and learning.

Research Locale

This study will take place in Zamboanga Peninsula Polytechnic State University,

since this study aims to explore the attitudes on the use of Artificial Intelligence Tools in

Math among college students and Math Teachers. Specifically, Civil Engineering and

BSED MATH programs have a lot of mathematics subjects that can help this research

study. The study was conducted through a Google form and paper survey to maximize

the respondents' time, space, and availability.

Sampling Design
 This study will use random sampling technique to utilize in this study to select the

target number of respondents in Zamboanga Peninsula Polytechnic State University.

The chosen respondents are 20 Math Teachers and 200 college students from

the program of Civil Engineering and BSED Math in Zamboanga Peninsula Polytechnic

State University, Academic Year: 2023-2024.

The researchers believes that the chosen respondents would be enough to

provide sufficient and essential information to answer the questioned raise in the study.

Data Gathering Tools

The researcher will employ an unstructured questionnaire to gather insights and

feedback from the participants regarding on their experience in using Artificial

Intelligence tools in teaching and learning mathematics.

Reliability

To maintain reliability in the study, unstructured questionnaire was utilized by the

researchers to gather insights from Math Teachers, BSED Math and Civil Engineering

students regarding Artificial Intelligence (AI) tools in Teaching and Learning

Mathematics. The questionnaire was carefully crafted to ensure clarity and consistency

across all participants. Prior to distribution, rigorous testing was conducted to identify

and address any potential issues. Additionally, the responses will review by multiple

individuals to ensure a consistent interpretation of the data.

Validity
 The qualitative/quantitative form questionnaire which will be utilize by the

researchers will be refer to the adviser for comments and suggestions. After which, for

validation process in terms of relevance, appropriateness and sustainability the

questionnaire will be submitted to the panel experts.

Data Gathering Procedure

The researchers will seek permission letter address to the dean of college of

teacher education and college of engineering of Zamboanga Peninsula Polytechnic

State University. The letter will be given to the respondents for their further

consideration after approval. The researcher will be conducts the research in

Zamboanga Peninsula Polytechnic State University through survey and google form,

because of the advantages of the survey method and easy access through the internet.

The researchers will be explaining to the respondents the importance of their response

to the study. The researchers will be clarifying some terms to the respondents so that

the respondents can answer the researcher-made questionnaire with full knowledge of

their responsibility as the subject of the study. The researchers will be requested the

respondents to answer with all honesty. The researchers will be uses a stratified

sampling, according to Van L. Parsons (2017) Stratified sampling is a probability

sampling method that is implemented in sample surveys. In this study the researchers

explore the attitudes on the use of Artificial Intelligence Tools in Math among college

students and Math Teachers. The respondents for the exploring the attitudes on the use

of Artificial Intelligence Tools in Math among College Students and Math Teachers were

delimited to 20 Math Teachers and 200 college students. Specifically, in the course of
Civil Engineering and BSED Math students of Zamboanga Peninsula Polytechnic State

University.

Ethical Consideration

The respondents are asking to fill out the inform consent. This consent provides

an agreement of confidentiality between the researchers and the respondents in

keeping and treating the responses discreetly. The respondents are given consent with

the research-made questionnaires.

Throughout the study, respondents will be ensured of their right to privacy,

anonymity and confidentiality. Hence all answers, thoughts, opinions or information

given by the respondents were not shared to unauthorized individuals.

 Chapter IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the presentations, analysis and interpretation of data obtained from the

respondents using the questionnaire. The discussion of results follows the sequence of the problems

stated in Chapter 1.

Research Problem No. 1 “What are Artificial Intelligence (AI) tools utilized by the College Students and

Math Teacher?”

Research Problem No. 2 “What are the attitudes of the College Students and Math Teachers towards the

integration of Artificial Intelligence (AI) in teaching and learning mathematics?”

Research Problem No. 3 “What benefit/s do College Students and Math Teachers associate in the use of

Artificial Intelligence (AI) tools in teaching and learning Mathematics?”

Research Problem No. 4 “What are the challenge/s do College Students and Math Teachers encounter

while using Artificial Intelligence (AI) tools into their teaching and learning Mathematics?”
 CHAPTER V

SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS

This chapter provides the summary of findings and as well the conclusions and

recommendations of this study.