Learning Outcome Analysis of Instructional Grouping on Mathematical Skills for Education 4.0 in AI-Enhanced Classrooms
DOI:
https://doi.org/10.64612/ijiv.v2i4.120Keywords:
Artificial intelligence in education, Educational philosophy, Traditionalism, Progressivism, Education policyAbstract
The integration of artificial intelligence (AI) in Philippine basic education under DepEd Order No. 003, s. 2026 has heightened the need for evidence-based guidance on how students should be organized in AI-enhanced classrooms. This study examined whether significant differences exist in mathematical skills—critical thinking, problem-solving, creativity, and application—between students in homogeneous and heterogeneous Grade 10 mathematics sections using AI-driven instruction. A causal-comparative design with statistical control was employed involving 94 students from a private secondary school in Negros Occidental, Philippines. Data were gathered using the researcher-developed Mathematical Competencies Assessment for Education 4.0, which underwent expert validation. Prior mathematics achievement was treated as a covariate, and the data were analyzed using multivariate and univariate analyses of covariance. Results revealed a significant overall difference in mathematical skills between the two grouping arrangements after controlling for prior achievement. Students in homogeneous sections demonstrated significantly higher levels of critical thinking, problem-solving, and application than those in heterogeneous sections. No significant difference was found in creativity, and both groups showed only modest performance in this domain. The findings suggest that homogeneous grouping may be more effective for developing analytical and applied mathematical competencies in AI-enhanced classrooms, whereas creativity requires explicit instructional strategies beyond grouping decisions alone. These results provide preliminary evidence that grouping strategy is an important pedagogical consideration in the implementation of AI in mathematics education.
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