IJIET 2025 Vol.15(4): 782-794
doi: 10.18178/ijiet.2025.15.4.2284
doi: 10.18178/ijiet.2025.15.4.2284
The Effect of Using MatGPT on Mathematical Proficiency among Undergraduate Students
Ibrahim A. H. El-Shara1,*, Ahmad A. S. Tabieh2, and Sahar Y. A. Abu Helu1
1. Curriculum and Instruction, School of Educational Sciences, The University of Jordan, Amman, Jordan
2. Department of Curriculum and Instruction, Faculty of Art and Educational Sciences, Middle East University, Amman, Jordan
Email: i.shara@ju.edu.jo (I.A.H.E.-S.); atabieh@meu.edu.jo (A.A.S.T.); sahar.helu@ju.edu.jo (S.Y.A.A.H.)
*Corresponding author
2. Department of Curriculum and Instruction, Faculty of Art and Educational Sciences, Middle East University, Amman, Jordan
Email: i.shara@ju.edu.jo (I.A.H.E.-S.); atabieh@meu.edu.jo (A.A.S.T.); sahar.helu@ju.edu.jo (S.Y.A.A.H.)
*Corresponding author
Manuscript received October 24, 2024; revised December 9, 2024; accepted January 20, 2025; published April 18, 2025
Abstract—This study aimed to investigate the effect of using MATLAB application that provides users with convenient access to OpenAI’s ChatGPT (MatGPT) on mathematical proficiency among undergraduate students enrolled in the Differential Equation Course. The quasi-experimental design was used. The sample consisted of 94 students, distributed into three groups: two experimental groups and one control group. The researchers developed a mathematical proficiency test of verified validity and reliability containing 5 essay questions. The study results showed statistically significant differences between the mean scores of students’ mathematical proficiency, in favor of the Artificial Intelligence (AI)-supported experimental group. The adjusted means for traditional teaching, teaching using programming language and interactive environment developed by MathWorks (MATLAB), and teaching using MatGPT in terms of Conceptual Understanding, Procedural Fluency, Strategic Competence, and Adaptive Reasoning were as follows: (70.69, 27.63, 75.04), (38.4, 48.61, 63.76), (14.18, 29.11, 34.24), and (32.12, 42.06, 49.02), respectively. Overall, the adjusted means for the mathematical proficiency strands were 40.22, 50.49, 59.03, respectively. Based on these findings, the researchers recommend encouraging faculty members to integrate AI applications, such as MatGPT, into mathematics teaching. Additionally, they suggest conducting further studies to explore faculty members’ attitudes toward using MatGPT in education.
Keywords—mathematical proficiency, Artificial Intelligence (AI), MatGPT, university students, faculty members, Jordan
Copyright © 2025 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).
Keywords—mathematical proficiency, Artificial Intelligence (AI), MatGPT, university students, faculty members, Jordan
Cite: Ibrahim A. H. El-Shara, Ahmad A. S. Tabieh, and Sahar Y. A. Abu Helu, "The Effect of Using MatGPT on Mathematical Proficiency among Undergraduate Students," International Journal of Information and Education Technology, vol. 15, no. 4, pp. 782-794, 2025.
Copyright © 2025 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).