| _version_ | 1866901491204227072 |
|---|---|
| author | Asuncion, Jesalyn |
| author_facet | Asuncion, Jesalyn |
| contents | <p class="MsoNormal"><span>This study addressed the emerging need to understand how students’ capacity to persist in mathematics relates to their readiness to use artificial intelligence as a support for problem solving. It focused on mathematical resilience and AI-supported problem-solving readiness among secondary school students at Isabela National High School in Ilagan, Isabela. Using a quantitative descriptive-correlational design, the study determined the level of students’ mathematical resilience, their level of AI-supported problem-solving readiness, the significant relationship between the two variables, and the dimensions of mathematical resilience that significantly predicted readiness. Data were gathered through a structured survey questionnaire administered to selected secondary school students using stratified random sampling. Weighted mean, standard deviation, Pearson product-moment correlation, and multiple regression analysis were used to analyze the data. Findings revealed that the respondents demonstrated a high level of mathematical resilience and a high level of AI-supported problem-solving readiness. Results further showed a significant positive relationship between the two variables, suggesting that students who were more resilient in mathematics also tended to be more prepared to use AI-supported tools in solving mathematical problems. Regression analysis indicated that confidence in handling mathematics challenges, persistence in solving difficult tasks, and willingness to seek help and use strategies significantly predicted AI-supported problem-solving readiness. The study concluded that mathematical resilience may serve as an important foundation for students’ responsible, critical, and productive engagement with AI in mathematics learning. It recommended that mathematics instruction include resilience-building activities and guided AI use to strengthen students’ independent reasoning, ethical awareness, and problem-solving competence.</span></p> |
| format | Recurso digital |
| id | zenodo_https___doi_org_10_5281_zenodo_19724127 |
| institution | Zenodo |
| language | |
| publishDate | 2026 |
| publisher | Zenodo |
| record_format | zenodo |
| spellingShingle | Mathematical Resilience and AI-Supported Problem-Solving Readiness Among Secondary School Students Asuncion, Jesalyn <p class="MsoNormal"><span>This study addressed the emerging need to understand how students’ capacity to persist in mathematics relates to their readiness to use artificial intelligence as a support for problem solving. It focused on mathematical resilience and AI-supported problem-solving readiness among secondary school students at Isabela National High School in Ilagan, Isabela. Using a quantitative descriptive-correlational design, the study determined the level of students’ mathematical resilience, their level of AI-supported problem-solving readiness, the significant relationship between the two variables, and the dimensions of mathematical resilience that significantly predicted readiness. Data were gathered through a structured survey questionnaire administered to selected secondary school students using stratified random sampling. Weighted mean, standard deviation, Pearson product-moment correlation, and multiple regression analysis were used to analyze the data. Findings revealed that the respondents demonstrated a high level of mathematical resilience and a high level of AI-supported problem-solving readiness. Results further showed a significant positive relationship between the two variables, suggesting that students who were more resilient in mathematics also tended to be more prepared to use AI-supported tools in solving mathematical problems. Regression analysis indicated that confidence in handling mathematics challenges, persistence in solving difficult tasks, and willingness to seek help and use strategies significantly predicted AI-supported problem-solving readiness. The study concluded that mathematical resilience may serve as an important foundation for students’ responsible, critical, and productive engagement with AI in mathematics learning. It recommended that mathematics instruction include resilience-building activities and guided AI use to strengthen students’ independent reasoning, ethical awareness, and problem-solving competence.</span></p> |
| title | Mathematical Resilience and AI-Supported Problem-Solving Readiness Among Secondary School Students |
| url | https://doi.org/10.5281/zenodo.19724127 |