The Effect of <scp>AI</scp>‐Based Systems on Mathematics Achievement in Rural Context: A Quantitative Study

ABSTRACT Background Despite educational advances, poor mathematics achievement persists among K‐12 students, particularly in rural areas with limited resources and skilled teachers. Artificial Intelligence (AI) based systems have increasingly been adopted to support the diverse learning needs of students and have been shown to enhance mathematics achievement through personalized learning experiences by adapting to student's needs. Existing studies have documented the positive impact of AI‐based systems on mathematics achievement. However, there is a lack of research that has studied AI‐based systems on students' mathematics achievement and engagement in rural settings. The present study addresses the existing literature gap by focusing on the AI‐based Edmentum Exact Path, analyzing its effectiveness in enhancing mathematics achievement and engagement among 8th‐grade students in rural schools in the Southern United States. By examining both cognitive and affective engagement, along with students' mathematics achievement, this research explores the role of AI‐based systems in student learning. Objective This study aims to explore the effectiveness of Edmentum Exact Path, an AI‐based system, in improving 8th‐grade students' mathematics achievement and affective and cognitive engagement in the Southern United States. Methods This study utilized a quasi‐experimental design involving 78 students from socioeconomically disadvantaged backgrounds, comparing those receiving supplemental Edmentum Exact Path‐led instruction and traditional teacher‐led methods to a control group receiving only the teacher‐led instructions. Mathematics achievement was measured through pre‐tests and post‐tests, while student engagement was assessed using the 5‐point Student Engagement Instrument (SEI). Statistical analysis was performed using t ‐tests and ANOVA. Results and Conclusions The findings revealed statistically significant improvements in mathematics achievement for both the experimental and control groups. However, the group using teacher‐led instruction showed a statistically significant improvement in affective engagement, while no statistically significant differences were observed in cognitive engagement between groups. Implications The findings suggest that integrating AI‐based systems like Edmentum Exact Path may enhance affective engagement in mathematics among students from rural areas. However, the impact on cognitive engagement remains unclear, indicating a need for further research. These results support the potential for integrating AI‐based systems to enhance mathematics achievement in rural settings.