This investigation examines the influence of ChatGPT on mathematics achievement, with a specific focus on the moderating role of students' interest in mathematics. A sample of 250 students, encompassing undergraduates pursuing a Bachelor of Science and postgraduates engaged in Masters of Philosophy and Doctor of Philosophy programs in Mathematics Education at Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development (AAMUSTED), Kumasi-Ghana, was selected through random sampling. Employing a quantitative methodology, data were collected via structured questionnaires and analyzed using Amos software, version 23, to test the hypothesized relationships. The findings revealed that student interest in mathematics significantly and positively correlates with the use of ChatGPT, as evidenced by a p-value of less than 1%. Conversely, ChatGPT's direct influence on mathematics achievement was found to be negative, though not statistically significant, with a p-value of less than 1%. Furthermore, a direct, positive, and statistically significant relationship between students' interest in mathematics and their achievement in the subject was observed, with a p-value of less than 1%. Notably, the study identified a statistically significant positive moderation effect of students' interest on the association between ChatGPT usage and mathematics achievement, underlined by a p-value of less than 1%. The findings advocate for a cautious integration of ChatGPT in mathematics education, emphasizing that reliance on artificial intelligence should complement, not replace, traditional learning modalities. Additionally, it is suggested that future research might benefit from employing surveys or self-evaluation tools beyond questionnaires to gather data. This study contributes to the existing body of knowledge by highlighting the nuanced role of student interest in leveraging technology-enhanced learning tools for academic success in mathematics.

This study explores the factors that contribute to enhancing students’ achievement in mathematics education (ACH) in the 21st century, with a focus on the mediating role of student interest (STI). Technology integration (TCI), collaborative learning (COL), and student motivation (SMO) are examined as key determinants of academic achievement in mathematics. A descriptive survey was used in the study, and 385 student samples from six senior high schools in the Kumasi metropolis were used. A survey questionnaire was administered using purposive, stratified, and simple random sampling techniques to select students from the six schools. The questionnaire measured students’ perceptions of TCI, COL, SMO, STI, and ACH. Preliminary analyses, including reliability analysis (Cronbach’s alpha), descriptive analysis, exploratory factor analysis, confirmatory factor analysis, converging validity, and discriminant validity, were assessed before the main model estimation. Amos (v. 23) was used to do structural equation modeling (SEM) in order to assess the various hypotheses. The findings from the SEM analysis showed that TCI and COL all had a direct positive and significant effect on ACH. However, SMO had a direct positive but insignificant effect on ACH. STI as mediating role was found to exhibit no mediation effect on the relationship between TCI, COL, and SMO on ACH.

This paper seeks to gain insights into teachers’ perceptions, and readiness to integrate information and communication technology (ICT) tools in mathematics instruction. A mixed-methods approach was employed, involving surveys and interviews with a sample of high school mathematics teachers. The study involved 90 mathematics teachers working in three senior high schools in Kumasi metropolis in Ghana. The study revealed that teachers generally hold positive perceptions of the benefits of ICT tools in mathematics teaching. They strongly agree that ICT tools enhance students’ understanding of mathematical concepts and improve their engagement and motivation in mathematics classes. Teachers also recognize the potential of ICT tools in promoting problem-solving skills and providing opportunities for differentiation and personalized learning. However, opinions regarding student-centered learning, exploration, and creativity through ICT tools were more varied, suggesting a need for further investigation and support in these areas. In addition teachers expressed the need for continuous training on specific tools, curriculum alignment, and assessment methods.

This study investigates the mediating role of metacognitive thinking in the relationships among students’ attributional beliefs, academic buoyancy, error-management mindset, and mathematics achievement. A descriptive-correlational research design was employed using a quantitative approach. The sample consisted of 400 university students in Ghana. Structural equation modeling and a bias-corrected percentile bootstrapping method were conducted in Amos (v 23) to estimate the path coefficients. The findings show that these psychological factors, attributional beliefs, academic buoyancy, and error management mindset, positively and significantly influence mathematics achievement. Metacognitive thinking further mediates their collective effect on achievement. The study advances existing scholarship by addressing a key gap: prior research has examined attributional beliefs, academic buoyancy, and error management mindset separately, with limited work integrating them into a single model or exploring their combined effects through metacognitive thinking. Additionally, the educational implications of the findings suggest that university educators should promote adaptive attribution styles, resilience, and a constructive approach to errors among students.

This study aimed to examine the effect of ChatGPT usage on pre-service mathematics teachers ’self-efficacy in mathematics learning. The study further examined the mediating role of self-awareness and self-regulatory learning on the nexus between ChatGPT Usage and pre-service mathematics teachers’ self-efficacy. The study adopted a survey approach using a structured questionnaire for collecting a data from sample of 352 pre-service mathematics teachers. The data obtained was analyzed using Structural Equation Modeling run from Amos (v.23) software. The study found that ChatGPT usage had a significant direct positive effect on pre-service mathematics teachers’ self-efficacy and self-regulatory learning. Additionally, self-regulatory learning positively influences self-efficacy and partially mediates the relationship between ChatGPT usage and self-efficacy. Finally, self-awareness also plays a positive, partial mediating role in the connection between ChatGPT usage and self-efficacy in mathematics learning. Teacher education programs should incorporate training on how to effectively use AI tools like ChatGPT in mathematics education. This could include workshops, tutorials, and hands-on experience that demonstrate how to leverage these technologies for enhancing self-efficacy and self-regulatory skills in mathematics learning. Since AI tools are increasingly integrated into the educational context, helping pre-service teachers feel confident using ChatGPT could alleviate common anxieties surrounding technology in the classroom. Past studies have examined individual effects of ChatGPT Usage, self-awareness, self-efficacy, and self-regulatory learning. This current study extends the body of knowledge by examining the mediating effect of self-awareness and self-regulatory learning on the nexus between ChatGPT Usage and pre-service mathematics teachers’ self-efficacy.