Chatbots As Digital Learning Tools: Analyzing Their Effects on Student Outcomes Using Solomon’s Approach

Mathematics learning becomes more meaningful when supported by intelligent technologies that enhance students’ problem-solving processes. This study examined the effectiveness of the use of chatbot-assisted instruction using Solomon’s Model Approach in enhancing students’ performance in Mathematics during the school year 2025–2026. A quantitative quasi-experimental design using the Solomon four-group model was employed. The participants were 76 Maritime students from a private higher education institution in Ozamiz City, Misamis Occidental, Philippines, randomly assigned into two experimental and two control groups. A researcher-made problem-solving test was used, and data were analyzed using mean, standard deviation, independent samples t-test, and two-way ANOVA. Results showed that both groups demonstrated very low pretest performance. In the posttest, all groups improved; however, students exposed to the use of chatbot-assisted instruction achieved significantly higher performance than those who received traditional instruction. No significant differences were found between the two control groups and between the two experimental groups. Likewise, there was no significant interaction effect between pretest exposure and the use of chatbot-assisted instruction. The use of chatbot-assisted instruction effectively improves students’ mathematical performance and remains effective regardless of pretest exposure, highlighting its value as a supportive instructional tool in mathematics education. Math instructors may integrate chatbot-assisted instruction alongside traditional teaching strategies to enhance students’ learning outcomes in mathematics.

artificial intelligence, chatbot-assisted instruction, mathematics performance

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