Investigating the effect of perception of artificial intelligence on pre-service teachers’ mathematics performance in Ghana: the moderating role of interest

Purpose This study examines the impact of pre-service teachers’ perception of artificial intelligence (AI) on their mathematics performance, with a focus on the moderating role of their interest in mathematics. Design/methodology/approach A descriptive survey design with a quantitative approach was adopted. Data were collected from 380 pre-service teachers in a College of Education in Ghana using stratified and simple random sampling. Structural equation modeling (SEM) was employed to analyze the data and test the hypotheses. Findings The findings indicated that AI perception significantly and positively influenced both mathematics interest (ß = 0.366; CR = 5.560; p = 0.001) and mathematics performance (ß = 0.560; CR = 9.088; p = 0.001). In addition, pre-service teachers’ mathematics interest had directly enhanced their performance in mathematics and statistically significant with a 25.3% positive impact on their mathematics performance (ß = 0.253; CR = 4.340; p = 0.001). Notably, the relationship between AI perception and mathematics performance was negatively moderated by mathematics interest, leading to a 4.2% decrease in performance, which highlighted complex interactions between these variables. Research limitations/implications The study is limited to pre-service teachers in one College of Education in Ghana, which may affect the generalizability of the findings. Future studies should explore diverse populations across different regions and include additional factors such as teacher efficacy and classroom environments. Practical implications The results suggest that integrating AI into mathematics education can improve learning outcomes, but alignment with learners’ intrinsic interests is critical. Policymakers and educators should ensure that AI tools are engaging, user-friendly and designed to complement traditional teaching methods. Originality/value This study provides novel insights into the role of AI perception and mathematics interest in shaping pre-service teachers’ academic performance and addressing gaps in the literature on AI integration in teacher education in developing countries.