The Students’ Mathematics Problem-Solving Skills And Ai-Enhanced Strategies Of Teachers Among Senior High Schools In Sdo Lipa City

Abstract

Mathematics problem-solving remains a persistent challenge among Senior High School learners, particularly in applying concepts to real-life situations. Emerging technologies such as Artificial Intelligence (AI) offer promising solutions through personalized and adaptive learning environments. This study aimed to determine the relationship between students’ Mathematics problem solving skills and AI-enhanced strategies of teachers among Senior High Schools in Lipa City.

The study employed descriptive-correlational design. The respondents consisted of 105 Senior High School Mathematics teachers from selected schools in Lipa City, Batangas, chosen through stratified random sampling. Data were gathered using a structured survey questionnaire and semi-structured interviews. Descriptive statistics such as weighted mean and composite mean were used to analyze the level of students’ Mathematics problem-solving skills and the extent of AI strategy utilization, while Pearson r correlation was used to determine the relationship between the variables.

Findings revealed that students’ mathematics problem-solving skills were above average (M = 2.97), while AI-enhanced learning strategies were moderately utilized (M = 3.15). A very strong significant relationship was found between the two variables (r = 0.934, p < 0.000), indicating that increased use of AI strategies is associated with improved problem-solving skills.

The study concluded that AI-enhanced strategies significantly contribute to improving students’ mathematical problem-solving skills. However, effective integration requires enhanced teacher training, infrastructure, and institutional support. It recommends strengthening teacher training, enhancing technological infrastructure, and integrating AI-based instructional activities to maximize the benefits of AI in Mathematics education.