LEVERAGING EDUCATIONAL TECHNOLOGY: STATISTICAL EVIDENCE ON AI'S ROLE IN MATHEMATICS LEARNING OUTCOMES

This study aims to analyze the role of Artificial Intelligence (AI) and Learning Analytics (LA) in improving mathematics learning outcomes in higher education. An explanatory sequential mixed-methods design was employed, beginning with quantitative data collection through pre-tests and post-tests, followed by qualitative analysis. Research instruments included a mathematics achievement test, semi-structured interview guidelines, observation sheets, and a student engagement questionnaire. The study involved 120 students and 6 mathematics lecturers. The results showed that the integration of AI (β = 0.624) and LA (β = 0.312) significantly accounted for 72.8% of the variance in students' mathematics achievement. The integrated system is capable of analyzing cognitive, affective, and psychomotor aspects with a prediction accuracy of up to 94% and identifying 89% of learning issues before examinations. These findings provide an empirical foundation for developing effective, adaptive, and flexible mathematics learning systems in higher education.