Strengthening Learners’ Higher-Order Thinking Skills Through Artificial Intelligence-Driven Assessment in Mathematics Education
DOI:
https://doi.org/10.5281/zenodo.20141014Keywords:
artificial intelligence, assessment, mathematics instructions, higher-order thinking skillsAbstract
This study investigates the relationship between secondary mathematics teachers’ demographic profiles, their awareness of artificial intelligence (AI), and their actual utilization of AI tools in assessment, with a focus on how these variables influence the development of higher-order thinking skills (HOTS) among learners. The overarching aim is to generate insights that inform instructional strategies, promote effective technological integration, and guide the future direction of teacher training in the context of AI-driven education. Employing a quantitative-descriptive research design, the study collected and analyzed numerical data to examine trends, perceptions, and practices related to AI use in assessment. The participants comprised the total population of secondary mathematics teachers under the Schools Division Office of Cabanatuan City during the school year 2025–2026. Findings reveal that teachers' awareness and openness to integrating AI in assessment are generally consistent across demographic groups, suggesting that background characteristics do not significantly influence attitudes toward AI. However, differences in how AI-generated feedback is applied indicate that professional experience shapes specific implementation strategies. The study further highlights that personal awareness and readiness are critical enablers of effective AI integration, emphasizing the importance of cultivating a proactive mindset and relevant competencies over relying solely on institutional infrastructure or policy support. These findings underscore the need for continuous professional development that prioritizes both technical proficiency and pedagogical innovation, thereby equipping educators to harness AI tools effectively in fostering learners’ cognitive development.
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