EFFECT OF ARTIFICIAL INTELLIGENCE EXPLORATORY GEOMETRY MODULE ON CREATIVITY AND PROBLEM-SOLVING SKILLS AMONG IMO STATE UNIVERSITY UNDERGRADUATES

Abstract

The increasing integration of artificial intelligence (AI) into education presents opportunities to
enhance teaching and learning by fostering creativity and problem-solving skills. The study centered
on Comparative Effect of Artificial Intelligence-guided Exploratory Geometry Module on creativity
and problem-solving skills among undergraduates at Imo State University and Alvan Ikoku Federal
University of Education. The study adopted a quasi-experimental, pretest–posttest control group
design. This design was considered appropriate because it allowed comparison between students
exposed to the Artificial Intelligence (AI)-guided exploratory geometry module and those taught using
traditional instruction approach. Three research questions guided the study and three hypotheses were
formulated for the study. The population comprised all second-year and third year undergraduate
students enrolled in mathematics and mathematics education courses at Imo State University, Owerri
and Alvan Ikoku federal university of education from 2022-2025 academic session. This population
was chosen because geometry (including plane shapes) is a compulsory component of their
curriculum at this level. A sample of 120 undergraduate students was selected using simple random
sampling technique from the department of mathematics. Thereafter, the respondents from Alvan
Ikoku Federal University of Education were assigned into an experimental group (n = 60) whereas
respondents from Imo State University were assigned into a control group (n = 60). Two validated
instruments were used to collect data: the Geometry Creativity Test (GCT) and the Complex Problem
Solving Test (CPST). Reliability was established using Kuder Richardson 21 which yielded
coefficients of 0.82 (GCT) and 0.85 (CPST).Data were analyzed using both descriptive statistics
(mean and standard deviation) to answer research questions, and Analysis of Covariance (ANCOVA)
to determine differences between experimental and control groups. Findings revealed that the AI
guided exploratory geometry module is significantly more effective than traditional instructional
approach in improving creativity, and complex problem-solving among undergraduates. The study
recommends, among others, that Imo State University and Alvan Ikoku University of Education
should invest in digital infrastructure, such as reliable internet connectivity, computer laboratories,
and AI-enabled educational platforms. Access to these resources will ensure that both lecturers and
students can engage meaningfully with AI-powered modules without technological barriers.