Department of Educational Sciences, Bu.C., Islamic Azad University, Bushehr, Iran , z.amirpur@gmail.com
Abstract: (4 Views)
Objective: The present study aimed to investigate the effectiveness of AI-based innovative mathematics instruction on learning self-regulation and problem-solving thinking among sixth-grade students at the Atomic Energy School in Bushehr.
Methods: This applied study employed a quasi-experimental pretest–posttest design with a control group. The statistical population consisted of all sixth-grade elementary school students at the Atomic Energy Elementary School in Bushehr during the 2025–2026 academic year (1404–1405). Using convenience sampling and based on the inclusion and exclusion criteria, 30 students were selected and randomly assigned to two groups — an experimental group and a control group, with 15 students in each. The educational intervention was implemented in six group-based sessions, each lasting 60–75 minutes, under teacher guidance and with controlled use of artificial intelligence.
Results: The findings showed that the adjusted mean of learning self-regulation in the experimental group was significantly higher than that of the control group. Therefore, after controlling for pretest scores, AI-based innovative mathematics instruction significantly improved students' learning self-regulation. Furthermore, the adjusted mean of problem-solving thinking in the experimental group was significantly higher than that of the control group, indicating that the educational intervention significantly enhanced the problem-solving thinking of sixth-grade students.
Conclusions: Based on the findings, it can be concluded that AI-based innovative mathematics instruction, when implemented purposefully, systematically, and under teacher guidance, has considerable potential to simultaneously enhance learning self-regulation and problem-solving thinking among elementary school students.
Methods: This applied study employed a quasi-experimental pretest–posttest design with a control group. The statistical population consisted of all sixth-grade elementary school students at the Atomic Energy Elementary School in Bushehr during the 2025–2026 academic year (1404–1405). Using convenience sampling and based on the inclusion and exclusion criteria, 30 students were selected and randomly assigned to two groups — an experimental group and a control group, with 15 students in each. The educational intervention was implemented in six group-based sessions, each lasting 60–75 minutes, under teacher guidance and with controlled use of artificial intelligence.
Results: The findings showed that the adjusted mean of learning self-regulation in the experimental group was significantly higher than that of the control group. Therefore, after controlling for pretest scores, AI-based innovative mathematics instruction significantly improved students' learning self-regulation. Furthermore, the adjusted mean of problem-solving thinking in the experimental group was significantly higher than that of the control group, indicating that the educational intervention significantly enhanced the problem-solving thinking of sixth-grade students.
Conclusions: Based on the findings, it can be concluded that AI-based innovative mathematics instruction, when implemented purposefully, systematically, and under teacher guidance, has considerable potential to simultaneously enhance learning self-regulation and problem-solving thinking among elementary school students.
Keywords: AI-Based Innovative Mathematics Instruction, Learning Self-Regulation, Problem-Solving Thinking
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