Gauthmath as AI-Assisted Scaffolding in Secondary Mathematics: Learner Achievement and Acceptability in Combinatorics

This action research examined the effects of the Gauthmath application, an AI-assisted mathematics platform, on the achievement and acceptability of Grade 10 learners (n = 30) in permutations and combinations at a national high school in the Philippines (SY 2024–2025).The teacher-researcher employed a one-group pre-test–post-test design over a five-week unit(25 sessions, 18.75 hours), aligned with the prescribed Most Essential Learning Competency(MELC) schedule: permutations (Weeks 1–2), combinations (Weeks 3–4), and integration(Week 5). Grounded in Vygotsky’s (1978) Zone of Proximal Development (ZPD), Sweller’s(1988) and Sweller, van Merriënboer, and Paas’s (2019) Cognitive Load Theory (CLT), andRyan and Deci’s (2000) Self-Determination Theory (SDT), the study explored how AI-assisted step-by-step scaffolding supports combinatorics learning as a Technology–MathematicsSTEM integration within the Community and School sub-theme. Each daily session followed a three-phase protocol: an independent problem attempt, an application-assisted review using Gauthmath’s annotated solutions, and a structured reflection. Results showed strongly positive learner acceptability across usability (Weighted Average Mean [WAM] = 4.58),relevance (WAM = 4.63), and engagement (WAM = 4.69), all interpreted as Strongly Agree. A statistically significant performance gain was observed from pre-test (Mean Percentage Score[MPS] = 27.44%) to post-test (MPS = 81.56%), t(29) = −22.4, p < .001, d = 4.09. Five of sixMELC competency clusters reached mastery at post-test; circular and distinguishable permutations (73.3%) remained approaching the threshold. After adjusting for regression-to-mean artefact (approximately 24% of the gain), a large residual gain of approximately 41percentage points persists. The findings support the daily integration of Gauthmath as a ZPD-aligned supplement during the combinatorics MELC unit in Philippine secondary mathematics classrooms.