EVALUATING THE IMPACT OF ARTIFICIAL INTELLIGENCE ON TEACHING AND LEARNING MATHEMATICS: A CASE STUDY OF SELECTED SECONDARY SCHOOL TEACHERS IN TORORO DISTRICT AND STUDENTS AT BUSITEMA UNIVERSITY, NAGONGERA CAMPUS.
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2026-08-28
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CHELANGAT MARK
Abstract
This study examined the influence of Artificial Intelligence (AI) on mathematics teaching and learning among 15 secondary school teachers in Tororo District and 60 university students at Busitema University, Nagongera Campus. A mixed-methods design was employed, using questionnaires, and interviews.
Findings revealed that 73% of teachers and 93% of students used AI tools, while 70% of students reported that AI helped them understand concepts and 90% supported AI integration in university learning, most remained neutral about whether AI improved their actual academic performance. Teachers acknowledged that AI saved time (80%) and speed up assessment (67%), but only 20% believed it enhanced students' conceptual understanding. Major challenges included inaccurate AI responses, poor internet, limited lecturer guidance, power disruptions, and high data costs.
The study concludes that AI is widely adopted for routine support but its impact on deep mathematical comprehension remains limited. Teachers' doubtfulness highlights a gap between perceived usefulness and pedagogical effectiveness. Recommendations include improving infrastructure, training teachers, and conducting experimental studies on AI's causal effects on learning outcomes.
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CHELANGAT MARK