Senior high school students taught with generative AI-supported instruction scored significantly higher on geometric reasoning and proof construction than students taught conventionally¶

Claim · All claims
Evidence · 1 study · causal r1 · q3 · i3 large
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 Post-test geometric reasoning and proof scores were significantly higher for the generative AI-supported group than the conventional group, with a large effect size. → Davor I 2026

Evidence¶

Davor I 2026¶

Davor I (2026) Generative AI-supported instruction as a cognitive scaffold: effects on senior high school students' geometric reasoning and proof construction. Front. Educ. 11:1869961. https://doi.org/10.3389/feduc.2026.1869961

q3 · i3 · causal · r1

Independent-samples t-test on post-test scores in a quasi-experimental pre-test-post-test non-equivalent control group study of 86 students (43 per group) in a public senior high school in Ghana. The experimental group mean was "21.74" versus 16.79 for control, t (84) = −4.999, p < .001; the article reports Cohen's d ≈ 1.05 as large.

"The average score for the experimental group was 21.74, and the standard deviation was 4.42. On the other hand, the average score for the control group was 16.79, and the standard deviation was 4.76. The t-test was used, and the results were t (84) = −4.999, p < .001."

Discussion¶

Learner Variables¶

• Geometric Reasoning — outcome: instruction changes it

Related Claims¶

• The post-test advantage of generative AI-supported instruction persists after controlling for pre-test performance (ANCOVA) — possibly the same claim (merge candidate)
• Both instructional groups improved significantly from pre-test to post-test, with larger gains in the generative AI-supported group — related
• Students in the generative AI-supported condition reported favorable perceptions of the instruction, with feedback for correcting mistakes rated highest — related
• Students in the generative AI-supported condition reported favorable attitudes toward AI-supported geometry learning, with moderate confidence in technology use — related
• Students exposed to AI-generated responses achieved higher performance in solving quadratic equations than those taught through conventional teaching methods — related
• Non-layered AI feedback produced significantly higher post-test performance than layered AI feedback after controlling for pre-test — related
• STEM students using real-time AI feedback achieved nearly double the mean gain score of students receiving conventional human-led instruction — related