AI-supported instruction is most effective at the high school level, with between-level differences statistically significant¶

Claim · All claims
Evidence · 1 study · quant-synthesis r3 · q4 · i3 large
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q4 i3 The moderator analysis by educational level found the highest effect size at high school (g = 1.099) versus lower effects at elementary (g = 0.465), middle school (g = 0.392), and university (g = 0.578), with significant between-group heterogeneity. → Doğan Yunus 2026

Evidence¶

Doğan Yunus 2026¶

Doğan Yunus, Kılıç Zeynep, Kalınkara Yusuf, Talan Tarık. (2026). The Impact of Artificial Intelligence-Supported Instruction on Student Learning in STEM: A Systematic Review and Meta-Analysis. Journal of Intelligence. https://doi.org/10.3390/jintelligence14060109

q4 · i3 · quant-synthesis · r3

Moderator analysis across the 35 studies compared effect sizes by educational level using the Q test. High school showed g = 1.099, elementary g = 0.465, middle school g = 0.392, university g = 0.578; "The test of between-group heterogeneity was significant (Q = 30.13, df = 3, p < 0.001)."

"Based on student level, the highest effect size was observed at the high school level (g = 1.099, 95% CI [0.89, 1.30], Z = 10.53, p < 0.001). In contrast, the effects were lower at the elementary school (g = 0.465) and middle school (g = 0.392) levels."

Discussion¶

Learner Variables¶

Age and Developmental Stage — moderator: an instructional effect differs with it

AI-supported instruction has a moderate positive effect on student achievement in STEM education (g = 0.670 under a random effects model) — the general claim this finding bears on, with the studies behind it
Secondary schools, especially those with higher chronic absenteeism rates, used attendance-related text messaging more than elementary schools, suggesting use was better predicted by grade configuration than by absenteeism rates — related
Differences in AI-supported instruction effects across STEM disciplines are not statistically significant

Page metadata

Field	Value
`type`	`claim`
`id`	`ai-effect-highest-high-school-level`
`title`	`AI-supported instruction is most effective at the high school level, with between-level differences statistically significant`
`description`	`AI-supported instruction is most effective at the high school level, with between-level differences statistically significant`
`status`	`review`
`evidence_strength`	`moderate`
`newest_evidence`	`2026`
`generated`	by `process:wiki-ingest` on `2026-10-12`
`trust`	unverified — no one has confirmed this page's content
`sources`	1 — `doğan-yunus-2026`

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