Home⇛Journal of Interdisciplinary Perspectives⇛vol. 3 no. 10 (2025)

Symbolab-Assisted Instruction and Its Effect on Students’ Math Performance

Cyril John S. Tubola | Joriza G. Tabing | Claudette C. Malcon

Discipline: Education

 

Abstract:

This action research aimed to investigate the impact of Symbolab-assisted instruction on the numeracy skills of Grade 7 students in integer operations. Challenges in mathematical competency, particularly in integers, can hinder the students’ progression in more advanced mathematics. This study aimed to evaluate the effectiveness of incorporating Symbolab, an AI-powered problem-solving tool, in improving students' numeracy skills. Using a time series design, a pretest-posttest approach was implemented over five consecutive days, measuring students’ numeracy skills before and after the intervention. The results revealed a significant improvement in students’ scores, with several moving from a failing to a passing status, X²(1, N = 14) = 5.440, p = 0.020. Additionally, the posttest scores were significantly higher than the pretest scores (W = 19.000, p = 0.018). These findings demonstrate the effectiveness of Symbolab-assisted instruction in enhancing numeracy performance, reinforcing mathematical concepts, reducing cognitive load, and fostering student engagement. The study suggests that digital tools such as Symbolab can significantly improve learning outcomes by providing structured solutions, immediate feedback, and personalized learning experiences. The results also highlight the importance of integrating technology into mathematics instruction to bridge numeracy gaps and foster a deeper understanding of mathematics. Future research should investigate the long-term effects and scalability of these digital tools across various grade levels and mathematical domains.



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