The Degree to Which Secondary-School Mathematics Teachers in Al-Mukalla Possess Skills for Using Artificial Intelligence Tools in Light of Digital Transformation

Source abstract

This study investigated the degree to which secondary-school mathematics teachers in Al-Mukalla City, Yemen, possess the skills for using artificial intelligence (AI) tools in light of digital transformation, and whether that degree differs significantly at the (α ≤ 0.05) level by gender, school type, academic qualification and years of teaching experience. A descriptive-analytical design was used with a purpose-built questionnaire whose validity and reliability were verified, Cronbach's alpha reaching .947, .970 and .963 for the three domains and .984 overall. In its final form the questionnaire comprised twenty-nine items across three domains: theoretical knowledge of artificial intelligence, technical skills in using AI applications, and employment of AI applications in teaching mathematics. It was administered to a representative sample of (74) male and female mathematics teachers, and responses were analysed using SPSS. The overall degree of possession was low (M = 2.5476, SD = 1.08648). Theoretical knowledge ranked first and was moderate (M = 2.7047); employment of AI in teaching ranked second (M = 2.5211); technical skills ranked last (M = 2.4329), the latter two both low. No statistically significant differences were found at the (0.05) level for gender, school type or academic qualification. For years of experience, differences were significant only in the technical-skills domain, favouring teachers with one to five years of experience. The study recommends replacing general theoretical workshops with specialised, intensive and extended training in generative AI for mathematics, deploying technically able novice teachers as in-school workshop leaders, and equipping secondary schools with modern computer laboratories.