Date of Award
4-1-2025
Document Type
Dissertation
Degree Name
Educational Leadership, Ed.D.
First Advisor
Amany Saleh
Second Advisor
Jodi Elder
Committee Members
Tiffany Gipson
Call Number
ISBN 9798310167766
Abstract
This quantitative causal-comparative study explored the effectiveness of AI instructional/learning tools, specifically the IXL platform, in middle school mathematics classrooms. In this study, AI tools, such as IXL, were investigated to determine if there was a significant influence on students’ academic growth and achievement in light of the continuing teacher shortage in Arkansas. The lack of highly qualified teachers has led to Arkansas high school students’ underperformance in mathematics. Framed by a Constructivist approach, the study viewed learning as an active, engaged experience in which students shaped their own learning, rather than passively receiving information in the classroom. Data from students in middle school mathematics classrooms who utilized IXL consistently was collected to measure NWEA RIT score growth. The findings revealed a positive correlation between the AI tool, IXL, and students’ growth in mathematics, showing AI's potential in supporting mathematics learning. However, the study identified a usage threshold in which additional engagement with AI tools no longer yielded significant academic gains. The study found that while AI tools like IXL can enhance learning and help mitigate teacher shortages, they cannot replace certified teachers. The study found that the effectiveness of AI tools also depended largely on teachers’ enthusiasm for the instructional tool and their strategic implementation in their middle school math classrooms. The results suggest AI works best when integrated with traditional methods by highly trained teachers. The study emphasizes the importance of professional development to optimize the use of AI tools and calls for further research on AI integration, particularly in diverse and underserved districts and schools.
Rights Management
This work is licensed under a Creative Commons Attribution 4.0 International License.
Recommended Citation
Guest Jr, Maurice, "Exploring The Use of Artificial Intelligence as an Instructional Learning Tool in Middle School Mathematics Classrooms" (2025). Student Theses and Dissertations. 2.
https://arch.astate.edu/all-etd/2
