Authors : Gift Muke Kazika; Sarah Chama; Chewe Luaba; John Masumba Kayawe

Volume/Issue : Volume 10 - 2025, Issue 1 - January

Google Scholar : https://tinyurl.com/47564pk7

Scribd : https://tinyurl.com/3mhkmxfy

DOI : https://doi.org/10.5281/zenodo.14869973

Abstract : The rapid integration of artificial intelligence (AI) in education, particularly tools such as ChatGPT, has introduced both opportunities and challenges for enhancing learning outcomes. This study examined the impact of ChatGPT on mathematics understanding. It compared teacher education students with and without access to the tool. The study was conducted at Mansa College of Education and used a concurrent mixed-methods approach. The study focused on quantitative analysis of assignment and test results from the 2018 and 2024 cohorts. While the qualitative aspect was used to get perspectives from students through focus group discussion and phone interview. The findings indicated that while 2024 students (with ChatGPT access) performed better on assignments, the 2018 cohort (without ChatGPT) outperformed them on tests which suggested that ChatGPT aids task completion but does not fully support deeper conceptual understanding. Qualitative results revealed that ChatGPT made concepts clearer and facilitated faster completion of assignments but it also posed challenges in obtaining feedback and reinforcing unclear concepts. The study concludes that ChatGPT enhances task efficiency, however, it limit understanding of the concepts. This emphasize the need for assessments that promote active engagement and critical thinking. The study recommends using quizzes and projects in place of written assignments in order to foster a deeper grasp of mathematics.

Keywords : Conceptual Understanding, Artificial Intelligent (AI), CHATGPT, Mathematics Education.

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