Augmenting Students’ Academic Achievements in Quadratic Equations through Access and Usage of GenerativeAI-SymboLab in Akwa Ibom State

Abstract

Generative artificial intelligence (GenAI) is expanding opportunities for digital support in mathematics education. This study examined the relationships between students’ access to and use of Symbolab and academic achievement in quadratic equations in Uyo Local Government Area. A mixed-methods research design involved 110 Senior Secondary II mathematics students drawn from intact classes in two schools. Data were collected using the Symbolab Generative AI Questionnaire (SGenAIQ) and the Quadratic Equation Achievement Test (QEAT). Reliability coefficients estimated using the Kuder–Richardson 21 formula were .78 for the SGenAIQ and .72 for the QEAT. Data were analyzed using linear regression. The findings indicated statistically significant positive associations between students’ access to Symbolab and achievement, and between their use of Symbolab and achievement, after controlling for gender. Access and use had reported contributions to achievement of 62% and 66%, respectively. These findings suggest that access to and use of Symbolab are relevant to students’ achievement in quadratic equations, providing evidence to inform the integration of AI tools into mathematics instruction. The study recommends that educational stakeholders improve the availability, accessibility, and affordability of these tools and that mathematics teachers incorporate Symbolab as an instructional resource to support learning.