Journal of Pedagogical Sociology and Psychology
Examining the effect of AI-based tutoring systems on students' mathematical problem-solving skills: The moderating role of mathematics anxiety
Clement K. Asiedu Menlah 1 * , Francis Ohene Boateng 2
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1 Wisconsin International University College, Ghana-Kumasi Campus, Ghana
2 Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development (AAMUSTED), Kumasi, Ghana
* Corresponding Author
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ARTICLE INFO

Journal of Pedagogical Sociology and Psychology, 2025 - Volume 7 Issue 3, pp. 5-17
https://doi.org/10.33902/jpsp.202536137

Article Type: Research Article

Published Online: 13 Sep 2025

Views: 8 | Downloads: 3

ABSTRACT
This study used mathematics anxiety as a moderating variable to investigate how AI-based tutoring systems affected university students’ ability to solve mathematical problems. A cross-sectional survey design was used, and a standardized questionnaire was used to collect data from 338 students. Amos was used for Structural Equation Modeling analysis of the general data. Students’ ability to solve mathematical problems was directly and significantly impacted by AI-based tutoring systems, according to the findings. Additionally, students' ability to solve mathematical problems was adversely affected by mathematics anxiety. Lastly, the relationship between students’ ability to solve mathematical problems and AI-based tutoring systems was negatively moderated by mathematics anxiety. We advised teachers to implement strategies to reduce mathematics anxiety in the classroom. These include creating a loving technique for a loving environment, offering techniques for lowering anxiety, and encouraging a growth mentality.       
KEYWORDS
AI-based tutoring systems mathematical problem-solving skills mathematics anxiety
In-text citation: (Asiedu Menlah & Boateng, 2025)
Reference: Asiedu Menlah, C. K., & Boateng, F. O. (2025). Examining the effect of AI-based tutoring systems on students' mathematical problem-solving skills: The moderating role of mathematics anxiety. Journal of Pedagogical Sociology and Psychology, 7(3), 5-17. https://doi.org/10.33902/jpsp.202536137
In-text citation: (1), (2), (3), etc.
Reference: Asiedu Menlah CK, Boateng FO. Examining the effect of AI-based tutoring systems on students' mathematical problem-solving skills: The moderating role of mathematics anxiety. Journal of Pedagogical Sociology and Psychology. 2025;7(3), 5-17. https://doi.org/10.33902/jpsp.202536137
In-text citation: (1), (2), (3), etc.
Reference: Asiedu Menlah CK, Boateng FO. Examining the effect of AI-based tutoring systems on students' mathematical problem-solving skills: The moderating role of mathematics anxiety. Journal of Pedagogical Sociology and Psychology. 2025;7(3):5-17. https://doi.org/10.33902/jpsp.202536137
In-text citation: (Asiedu Menlah and Boateng, 2025)
Reference: Asiedu Menlah, Clement K., and Francis Ohene Boateng. "Examining the effect of AI-based tutoring systems on students' mathematical problem-solving skills: The moderating role of mathematics anxiety". Journal of Pedagogical Sociology and Psychology 2025 7 no. 3 (2025): 5-17. https://doi.org/10.33902/jpsp.202536137
In-text citation: (Asiedu Menlah and Boateng, 2025)
Reference: Asiedu Menlah, C. K., and Boateng, F. O. (2025). Examining the effect of AI-based tutoring systems on students' mathematical problem-solving skills: The moderating role of mathematics anxiety. Journal of Pedagogical Sociology and Psychology, 7(3), pp. 5-17. https://doi.org/10.33902/jpsp.202536137
In-text citation: (Asiedu Menlah and Boateng, 2025)
Reference: Asiedu Menlah, Clement K. et al. "Examining the effect of AI-based tutoring systems on students' mathematical problem-solving skills: The moderating role of mathematics anxiety". Journal of Pedagogical Sociology and Psychology, vol. 7, no. 3, 2025, pp. 5-17. https://doi.org/10.33902/jpsp.202536137
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