Tab 1

"Exploring The Impact of AI Math Technology Applications Among STEM Students."

1. Introduction
1.1 Background of the Study

1. Overview
Artificial Intelligence (AI) has revolutionized various fields, including education. In the
realm of mathematics, AI applications such as photomath, Wolfram Alpha, and AI-based
tutoring systems have become increasingly popular among students, particularly in
Science, Technology, Engineering, and Mathematics (STEM). These technologies offer
innovative solutions to complex problems by providing instant feedback, step-by-step
problem-solving, and adaptive learning paths tailored to individual needs. However, the
increasing reliance on such tools raises questions about their long-term effects on
students’ critical thinking, problem-solving skills, and overall learning experience.
2. Current Research
Numerous studies have explored the integration of AI in education. For instance, Smith
and Johnson (2022) analyzed the efficacy of AI-based tutors in improving math
proficiency among high school students, while Garcia et al. (2023) examined how AI
apps impact students' attitudes toward learning mathematics. Both studies highlight the
potential of AI to enhance learning outcomes but also caution against over-dependence
on technology, which could hinder the development of foundational skills.
3. Controversies
One debate centers on whether AI math applications enhance or hinder critical thinking
skills. For example, a study by Lee (2021) found that students using AI tools performed
better on standardized tests but struggled with manual problem-solving tasks. This
contradiction inspired further investigation into how these applications impact different
aspects of student learning, especially among STEM students who heavily rely on math
for their future careers.
4. General Claims/Assumptions
Existing literature assumes that AI applications:
● Improve academic performance by providing immediate solutions and personalized
feedback.
● Risk making students dependent on technology, reducing their ability to solve problems
independently.
● Enhance learning experiences by making math more accessible and less intimidating.
5. Thesis Statement
This study investigates the impact of AI math technology applications on STEM
students, focusing on their academic performance, critical thinking skills, and
perceptions of these tools. Despite growing research, the topic remains underexplored in
the Philippine context, particularly among senior high school STEM students. By
addressing this gap, the study aims to contribute to a deeper understanding of how AI
can be effectively integrated into education.

1.2 Review of Related Literature

Studies related to AI math technology can be categorized into three themes:

1. Effectiveness in Academic Performance

○ Research Question: How does AI improve math scores?
○ Type: Quantitative
○ Example Study: Garcia et al. (2023) surveyed 200 students and found an
average 15% improvement in scores when using AI math applications.
2. Impact on Critical Thinking Skills
○ Research Question: Does reliance on AI hinder manual problem-solving abilities?
○ Type: Mixed Methods
○ Example Study: Lee (2021) conducted a comparative analysis, showing that
students relying heavily on AI tools performed poorly in tasks requiring manual
computation.
3. Student Perceptions of AI Tools
○ Research Question: What are students’ attitudes toward using AI applications for
learning math?
○ Type: Qualitative
○ Example Study: Smith and Johnson (2022) conducted interviews and found that
students appreciated the accessibility of AI tools but expressed concerns about
their reliability.

1.3 Synthesis and Gaps

Synthesis:
Most studies agree that AI applications enhance math performance by providing personalized
learning experiences. However, they also highlight a trade-off between convenience and the
development of problem-solving skills. Additionally, while AI is generally viewed positively,
students’ perceptions vary based on their tech-savviness and prior exposure.

Gaps:
Few studies explore the long-term implications of using AI for math learning, particularly its
impact on critical thinking. Moreover, there is limited research focusing on senior high school
STEM students in developing countries like the Philippines, where access to AI technology may
vary.

1.4 Research Questions

To reiterate, this study is all about "Exploring the Impact of AI Math Technology
Applications Among STEM Students." Specifically, it aims to answer the following:

[Link] do STEM students perceive the usefulness of AI math applications in their studies?

2. What challenges and limitations do STEM students encounter while using AI math tools?
3. How do AI math applications impact the academic performance and problem-solving skills of
STEM students?

1.5 Theoretical Framework

This study is guided by the Technology Acceptance Model (TAM), which explores how
perceived usefulness and ease of use influence the acceptance of new technologies.
Additionally, the Constructivist Learning Theory is applied, emphasizing that tools like AI
should supplement, not replace, active learning processes. These frameworks will help analyze
the interplay between students' attitudes toward AI tools and their learning outcomes.

1.6 Conceptual Framework

The study follows an IPO model:

● Input: Types of AI math applications used, demographic data of STEM students.

● Process: Surveys, interviews, and academic performance tracking.
● Output: Analysis of the impact on students' learning experiences and outcomes.

1.7 Significance of the Study

This study is significant to:

● STEM Students: Helps them make informed decisions about using AI tools in their
studies.
● Educators: Provides insights on how to integrate AI effectively into teaching.
● Researchers: Addresses gaps in the literature, particularly in the Philippine context.

1.8 Scope and Delimitations

The study focuses on senior high STEM students in the Philippines using AI math tools such as
Photomath and Wolfram Alpha. It does not include students from other academic tracks or
analyze AI applications unrelated to mathematics. Data will be collected within one academic
year.

Certainly! Below is the **Background of the Study** section with grammar improvements and
organized to better follow academic writing conventions:
Tab 2
"Exploring The Impact of AI Math Technology Applications Among STEM Students

1. Introduction

1.1 Background of the Study

In recent years, the integration of Artificial Intelligence (AI) into various educational fields has
significantly transformed traditional teaching methods and enhanced learning outcomes.
Mathematics education, in particular, has greatly benefited from AI applications, as they provide
tailored learning experiences and personalized support for students (Orhani, 2024). The
development of AI-driven tools, such as intelligent tutoring systems and generative AI platforms,
has become central to modernizing how mathematics is taught and learned, particularly within
Science, Technology, Engineering, and Mathematics (STEM) education.

The role of AI in mathematics education has expanded significantly, with technologies ranging
from automated problem-solving apps to conversational AI that aids in math instruction (Li et al.,
2024; Wardat et al., 2023). For STEM students, the use of AI facilitates an adaptive learning
environment that adjusts to individual learning speeds and difficulties. Personalized learning
approaches have improved student engagement, understanding, and retention of mathematical
concepts (Yeo et al., 2024; Hwang & Tu, 2021).

Recent studies indicate that AI not only enhances student performance but also fosters greater
attention and motivation during math learning. AI-based systems, for example, provide real-time
feedback and adaptive problem sets that match a student’s ability level, making learning more
efficient (Li et al., 2024). Moreover, AI-driven platforms such as ChatGPT and other AI-powered
math applications have demonstrated their potential to assist students in solving complex
mathematical problems and generating difficult questions for practice (Shah et al., 2024; Go et
al., 2024).

Furthermore, AI’s contribution to STEM education extends beyond individual student learning to
influence the broader educational system. Innovations such as mobile apps and generative
chatbots are transforming math instruction at various levels, including K-12 and higher
education (Le et al., 2023; Wang & Johnson, 2024). AI technologies also provide teachers
valuable insights into student performance, enabling data-driven decision-making in curriculum
design and student support (Efendi et al., 2024).

Despite these advancements, the adoption of AI in mathematics education among STEM

students faces certain challenges, including issues of acceptance, and the need for educators
to adapt to these new technologies (Pörn et al., 2024; Cabugwason et al., 2024). Additionally,
concerns regarding academic integrity and the ethical implications of relying on AI in math
education persist (Del Mundo et al., 2024). Given the rapid development of AI in education,
there is a need for ongoing research to address these challenges and assess the long-term
impact on students' learning experiences.
This study seeks to explore the impact of AI math technology applications on STEM students,
intending to understand how these tools influence learning outcomes, engagement, and overall
academic performance. By examining the existing literature and evaluating current AI-based
learning tools, this research aims to provide valuable insights into the effectiveness and
potential of AI in transforming STEM education.

1.2 Review of related literature

Recently, AI integration into mathematics education gained lots of attention, especially

in the domain of STEM educational activities. AI technology can also revitalise math
teaching experience with customization of learning processes, stronger engagement by
pupils, and eventually improved learning results. Recent research discussions
concerning AI in mathematics education-light effects on impact, advantages, and
challenges arouse that surround this issue.

AI and Mathematics Personalized Learning

The primary strength of AI in mathematics learning lies in the area of personalized
learning. A system based on AI will learn about specific students' needs, then adjust to
those needs through the presentation of individualized problem sets and feedback at a
pace consistent with that student's learning process. AI allows for maths to be learned
by tasks designed around each student's needs. According to Orhani (2024), AI plays a
very significant role in personalizing math, as it will provide students with customized
support, especially for dealing with varying learning styles and abilities. This
personalization would actually create a more engaging and effective learning
environment, leading to better students' outcomes.

In this regard, Yeo et al. (2024) write on how math education incorporated AI
innovations that changed the traditional ways of teaching. Intelligent tutoring systems,
for instance, assess the students' performance level in real-time and adapt the difficulty
level for the tasks accordingly. This adaptive methodology ensures that students are
constantly tested but not to a degree that would overwhelm them through an
appropriate learning curve for mastering mathematical concepts.

Enhancing Student Engagement and Performance

The third reason AI is becoming a part of math learning is by the sustaining of learner's
attention. According to Li et al. (2024), & Wardat et al. (2023), AI-based systems have
the potential to attract learner's attention through interactive and conversational forms of
learning engagement. For instance, an AI-based tutoring system, such as a tutoring
chatbot, takes on a tutor-student scenario, providing immediate feedback and support.
Such in vivo interaction keeps the learner interactive and motivated with the learning
experience.

Moreover, research indicates a positive influence of AI on students' performances. For

example, Shah et al. (2024) indicates how AI assists in developing complex math
problems to challenge students and eventually lead to enhanced problem-solving skills.
AI also enables learners to practice mathematics outside the school classroom, hence
providing additional opportunities for consolidation and mastery of concepts. Go et al.
(2024) elaborate this view further with an explanation that AI systems can indeed
present adaptive exercises depending on the need of each learner, thereby leading to
better performance in math.

AI support for Teachers and Curriculum improvement

AI is not just helpful to students but also to the teachers in which it aids them for
improvements in curriculum design. A fundamental analysis of AI would be by Hwang
and Tu (2021), who describe how AI can collect data on the growth of the students. This
helps in tailoring education strategies and curricula for implementation. Using a data-
driven approach further fosters active monitoring and intervention at the appropriate
time when issues with students may exist. According to Wang and Johnson (2024), AI
tools make it easier for the teacher to connect ideas about AI with the mathematics
curriculum while integrating STEM. The classroom use of AI promotes instruction more
effectively and ensures there is better alignment of educational objectives and the
needs of the student for learning.

Challenges and Ethical Considerations

Indeed, while many strengths of AI in mathematics education need to be leveraged,
challenges and concerns also follow. According to Pörn et al. 2024, the biggest
hindrances to the adoption of AI are new skills that teachers have to acquire and
maintaining constant changes and advancement in technology. Another concern is the
accessibility of AI tools since not all students have equal access to the required
technology to learn with AI.

Other ethical considerations relevant to the debate on AI in education are: regarding

academic integrity, Del Mundo et al. (2024) mention that overreliance on technology
and lost independent problem-solving skills can be pervasive if AI is heavily applied.
The other ethical concern is data privacy as AI becomes a popular approach in math
education, since the student data used will drive learning algorithms (Efendi et al.,
2024).

AI for Higher Education and Mobile Learning

AI for higher education, particularly in STEM areas, is also currently under scrutiny from
researchers. Le et al. (2023) discuss how mobile-based AI systems could be developed
for aiding college students with math issues which may provide real-time solutions and
guidance. In this respect, the mobile system can be more helpful in the context of
offering flexible learning opportunities to students, which may be taken well outside the
traditional classroom context for learning maths. The ease of convenience and
accessibility of AI-driven mobile applications may be applied to the continuous support
required to master the complexity of STEM concepts by students.

Cabugwason et al. 2024 the challenge and experience of pre-service teachers in using
AI applications while teaching mathematics:. Interestingly, it found that the integration of
application of AI to teaching mathematics would highlight clear differences in the form of
lesson interactivity, yet aspects of integration were associated more with a problem of
the teaching process. Therefore, this study calls for more significant training for
educators to properly exploit potential from AI in the classroom.

1.3 Synthesis and Gaps

1.4 Research Question

To reiterate, this study is all about "Exploring the Impact of AI Math Technology
Applications Among STEM Students." Specifically, it aims to answer the following:

[Link] do STEM students perceive the usefulness of AI math applications in their studies?

2. What challenges and limitations do STEM students encounter while using AI math tools?

3. How do AI math applications impact the academic performance and problem-solving skills of
STEM students?

1.5 Theoretical Framework

1.6 Conceptual Framework

1.7 Significance of the Study

1.8 Scope and Delimitations