Research Article

Improving Attitudes Towards Calculus through Inquiry-Driven Collaborative Learning Model + ChatGPT among Preservice Mathematics Teachers: A Quasi-Experimental Study

Bashirat Kikelomo Hamza1*, Yusuf Feyisara Zakariya2, Yahaya Korau Kajuru3, Muhammad Kabir Falalu4
1 Department of Mathematics, Federal University of Education, Zaria, Nigeria
2 Department of Science Education, Ahmadu Bello University, Zaria
3 Department of Science Education, Ahmadu Bello University, Zaria, Kaduna State, Nigeria
4 Department of Science Education, Ahmadu Bello University, Zaria, Nigeria
* Corresponding author: bashirathamza929@gmail.com
Published: Aug, 2026
DOI: 10.67203/jossme.2026.jlw826lp
Pages: 318–331
Views: 16
Downloads: 3

Abstract

This study investigated the effect of Inquiry-Driven Collaborative Learning enriched with ChatGPT (IDCL+ChatGPT) on pre-service teachers’ attitudes toward calculus in Kaduna State, Nigeria. Anchored on Social Cognitive Theory, the study adopted a quasi-experimental pretest-posttest non-equivalent control group design. The population comprised 1,122 NCE II Mathematics students in public NCE-awarding institutions in Kaduna State, from which 133 students were selected. Participants were assigned to IDCL+ChatGPT (n = 53), IDCL-only (n = 45), and conventional teaching (n = 35) groups. Data were collected using the Calculus Attitude Questionnaire (CAQ), validated by experts, with a reliability coefficient of 0.811. Descriptive statistics addressed the research questions, while ANCOVA and Bonferroni post hoc tests tested hypotheses at the 0.05 significance level. Results revealed a significant group effect on posttest attitude scores, F(2,129) = 27.630, p < .001, partial η² = .300. Bonferroni comparisons showed that IDCL+ChatGPT significantly outperformed conventional teaching (p < .001), while IDCL-only also significantly outperformed conventional teaching (p < .001). However, the difference between IDCL+ChatGPT and IDCL-only was not significant (p = .071). The study concludes that IDCL effectively fosters positive attitudes toward calculus, while ChatGPT provides additional instructional support that enriches students’ learning experiences and supports meaningful classroom interaction and engagement

Keywords

IDCL IDCL+ChatGPT attitude calculus artificial intelligence mathematics education social cognitive theory NCE Students

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How to Cite

Hamza, B. K., Zakariya, Y. F., Kajuru, Y. K., & Falalu, M. K. (2026). Improving Attitudes Towards Calculus through Inquiry-Driven Collaborative Learning Model + ChatGPT among Preservice Mathematics Teachers: A Quasi-Experimental Study. Journal of Studies in Science and Mathematics Education, 6(1), 318–331. https://doi.org/10.67203/jossme.2026.jlw826lp

B. K. Hamza, Y. F. Zakariya, Y. K. Kajuru, and M. K. Falalu, "Improving Attitudes Towards Calculus through Inquiry-Driven Collaborative Learning Model + ChatGPT among Preservice Mathematics Teachers: A Quasi-Experimental Study," Journal of Studies in Science and Mathematics Education, vol. 6, no. 1, pp. 318–331, August 2026. doi: 10.67203/jossme.2026.jlw826lp

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