Artificial Intelligence-Powered Calculator Application Usage in Mathematics Summative Assessments

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@article{1704266,
      author = {Neil Bryan Bongcayao Booc, Khrisna Sobremisana, Angie Yba?ez, Rowena Tolosa, Sheila May Ladroma; Kimberly Mae Caparoso},
      title = {Artificial Intelligence-Powered Calculator Application Usage in Mathematics Summative Assessments},
      journal = {Iconic Research And Engineering Journals},
      year = {2023},
      volume = {6},
      number = {10},
      pages = {446-474},
      issn = {2456-8880},
      url = {https://www.irejournals.com/formatedpaper/17042661.pdf},
      abstract = {The prevalence of students' usage of artificial intelligence-powered calculator applications (AI-PCAs) and academic dishonesty in distance learning significantly impacted the validity and reliability of the mathematics summative assessment results. The issue indicated that students might have difficulties acquiring the required knowledge and skills as the mathematical lessons complexify over time. Consequently, the study utilized a quantitative, descriptive-comparative research design to determine the level of AI-PCA usage in math summative assessments. The 50 respondents were selected using stratified sampling and contacted to answer the online survey questionnaires using Google Forms; most were first-year students, while the minority were from the second year. Also, more respondents were taking online classes than offline. The gathered data were analyzed using frequency, percentage, mean, standard deviation, and analysis of variance (ANOVA). The findings revealed that the mathematics-major students from a Catholic tertiary institution demonstrated a high AI-PCA usage in math summative assessments and academic dishonesty in distance learning, regardless of their year level and learning modalities; these indicators were tested: different mathematics areas, activities, and student achievement motives. Being in distance learning while dealing with the difficulties brought by mathematics-related courses and problems must have led them to have a high AI-PCA usage. Such findings posited the formulation of a framework of policies concerning AI-PCA usage in an instructional classroom, which would involve the mathematics subject area coordinator, math teachers, and students. The research findings would aid in salvaging the future of mathematics education and securing the validity and reliability of math summative assessment results.},
      keywords = {Academic Dishonesty, Mathematics, Policies and Guidelines, Mobile Applications, Distance Learning},
      month = {April},
  }