AI-enhanced pedagogical practices and mathematical language proficiency in STEM education

Authors

DOI:

https://doi.org/10.32674/6h0e3376

Keywords:

AI-enhanced pedagogical practices, digital literacy, learning engagement, mathematical language proficiency, STEM education, structural equation modeling, SEM, AEPP

Abstract

This study investigates the effectiveness of AI-enhanced pedagogical practices on improving the mathematical language proficiency of senior high school students in Ghana. The current research adopted a quantitative cross-sectional design, where the structural equation modeling approach was used on a sample size of 360 participants, to investigate digital literacy and learning engagement as partial mediators. As expected, results from this study show that AEPP, DL, and LE are statistically significant positive predictors of students’ MLP. Additionally, digital literacy and learning engagement play a mediating role in the relationship between the AI-supported instruction and the proficiency outcomes. The findings highlighted the importance of integrating adaptive AI tools to enhance the digital literacy of the students as well as their learning engagement to improve the mathematical communication and reasoning of the senior high school students.

Author Biographies

  • Isaac Davor, University of Skills Training and Entrepreneurial Development, Ghana

    ISAAC DAVOR is an MPhil student in Mathematics Education at the University of Skills Training and Entrepreneurial Development (USTED), Kumasi, Ghana. His research focuses on self-regulated learning, metacognition, mathematical modeling, and mathematics achievement in technology-enhanced learning environments. Email: davorisaac70@gmail.com

  • Francis Ohene Boateng, University of Skills Training and Entrepreneurial Development, Ghana

    FRANCIS OHENE BOATENG is an Associate Professor of Applied Mathematics at the University of Skills Training and Entrepreneurial Development (USTED), Kumasi, Ghana, and Director of Quality Assurance, Planning, and Accreditation. He holds a PhD in Applied Mathematics, and his research interests include computational mathematics, mathematical modelling, and the integration of ICT in mathematics education. Email: foboateng@aamusted.edu.gh

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Additional Files

Published

2026-05-26

Issue

Vol. 22 (2026): American Journal of STEM Education

Section

STEAM Education: Hearing the Voices from the Global South

License

Copyright (c) 2026 Isaac Davor, Francis Ohene Boateng

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright (c) [year] [author]
This work is licensed under a Creative Commons Attribution 4.0 International License.
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How to Cite

Davor, I., & Ohene Boateng, F. (2026). AI-enhanced pedagogical practices and mathematical language proficiency in STEM education. American Journal of STEM Education, 22, 237-262. https://doi.org/10.32674/6h0e3376