Validation of a questionnaire assessing artificial intelligence use in secondary mathematics education in Peru
The aim of this study was to adapt and validate a questionnaire to measure the use of artificial intelligence (AI) applications in mathematics teaching by Peruvian secondary school teachers. A previously validated instrument from Jordan was translated, culturally adapted, and psychometrically valida...
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2026
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| author | Susanibar Ramirez, Edgar Tito Tapia Díaz, Abel Torres Gallegos, Rudy Ricardo Andrade Girón, Elia Clorinda Tocto Cano, Esteban López Gonzales, Javier Linkolk |
| author_browse | Andrade Girón, Elia Clorinda López Gonzales, Javier Linkolk Susanibar Ramirez, Edgar Tito Tapia Díaz, Abel Tocto Cano, Esteban Torres Gallegos, Rudy Ricardo |
| author_facet | Susanibar Ramirez, Edgar Tito Tapia Díaz, Abel Torres Gallegos, Rudy Ricardo Andrade Girón, Elia Clorinda Tocto Cano, Esteban López Gonzales, Javier Linkolk |
| author_sort | Susanibar Ramirez, Edgar Tito |
| collection | Producción científica |
| description | The aim of this study was to adapt and validate a questionnaire to measure the use of artificial intelligence (AI) applications in mathematics teaching by Peruvian secondary school teachers. A previously validated instrument from Jordan was translated, culturally adapted, and psychometrically validated in the Peruvian context. The study followed a quantitative, cross-sectional, and psychometric design with intentional non-probabilistic sampling. The sample included 150 teachers for exploratory analysis and 266 for confirmatory analysis. The validation process involved expert judgment, reliability analysis, exploratory factor analysis, and confirmatory factor analysis. The instrument showed excellent internal consistency (Cronbach's α = 0.96) and sampling adequacy (KMO = 0.95). EFA identified a three-factor structure explaining 66% of the variance, later reorganized into two dimensions: didactic use of AI and strategic and formative use of AI. CFA supported a second-order hierarchical model, showing strong factor loadings. Despite moderate fit indices, the questionnaire demonstrates conceptual validity and practical relevance. It is a reliable tool for assessing AI-related teaching practices and supporting teacher training and educational innovation in Peru and Latin America, with potential to inform inclusive and equitable approaches to artificial intelligence integration in secondary mathematics education. |
| format | Article |
| id | oai:cris.upeu.edu.pe:20.500.15037/395 |
| institution | UPeU |
| language | English |
| publishDate | 2026 |
| publishDateRange | 2026 |
| publishDateSort | 2026 |
| record_format | dspace |
| spelling | oai:cris.upeu.edu.pe:20.500.15037/3952026-11-02T12:57:04ZValidation of a questionnaire assessing artificial intelligence use in secondary mathematics education in PeruSusanibar Ramirez, Edgar TitoTapia Díaz, AbelTorres Gallegos, Rudy RicardoAndrade Girón, Elia ClorindaTocto Cano, EstebanLópez Gonzales, Javier Linkolkartificial intelligence (AI)mathematics teachingsecondary schoolsteachinginclusive educationThe aim of this study was to adapt and validate a questionnaire to measure the use of artificial intelligence (AI) applications in mathematics teaching by Peruvian secondary school teachers. A previously validated instrument from Jordan was translated, culturally adapted, and psychometrically validated in the Peruvian context. The study followed a quantitative, cross-sectional, and psychometric design with intentional non-probabilistic sampling. The sample included 150 teachers for exploratory analysis and 266 for confirmatory analysis. The validation process involved expert judgment, reliability analysis, exploratory factor analysis, and confirmatory factor analysis. The instrument showed excellent internal consistency (Cronbach's α = 0.96) and sampling adequacy (KMO = 0.95). EFA identified a three-factor structure explaining 66% of the variance, later reorganized into two dimensions: didactic use of AI and strategic and formative use of AI. CFA supported a second-order hierarchical model, showing strong factor loadings. Despite moderate fit indices, the questionnaire demonstrates conceptual validity and practical relevance. It is a reliable tool for assessing AI-related teaching practices and supporting teacher training and educational innovation in Peru and Latin America, with potential to inform inclusive and equitable approaches to artificial intelligence integration in secondary mathematics education.Articlehttps://public-pages-files-2025.frontiersin.org/journals/education/articles/10.3389/feduc.2025.1680330/pdfhttps://doi.org/10.3389/feduc.2025.168033010.3389/feduc.2025.1680330https://hdl.handle.net/20.500.15037/395W7125506175enFrontiers in Education2504-284X2026-01-232026-06-13T08:12:37Z2026-06-13T08:12:37Z |
| spellingShingle | artificial intelligence (AI) mathematics teaching secondary schools teaching inclusive education Susanibar Ramirez, Edgar Tito Tapia Díaz, Abel Torres Gallegos, Rudy Ricardo Andrade Girón, Elia Clorinda Tocto Cano, Esteban López Gonzales, Javier Linkolk Validation of a questionnaire assessing artificial intelligence use in secondary mathematics education in Peru |
| title | Validation of a questionnaire assessing artificial intelligence use in secondary mathematics education in Peru |
| title_full | Validation of a questionnaire assessing artificial intelligence use in secondary mathematics education in Peru |
| title_fullStr | Validation of a questionnaire assessing artificial intelligence use in secondary mathematics education in Peru |
| title_full_unstemmed | Validation of a questionnaire assessing artificial intelligence use in secondary mathematics education in Peru |
| title_short | Validation of a questionnaire assessing artificial intelligence use in secondary mathematics education in Peru |
| title_sort | validation of a questionnaire assessing artificial intelligence use in secondary mathematics education in peru |
| topic | artificial intelligence (AI) mathematics teaching secondary schools teaching inclusive education |
| topic_facet | artificial intelligence (AI) mathematics teaching secondary schools teaching inclusive education |
| url | https://public-pages-files-2025.frontiersin.org/journals/education/articles/10.3389/feduc.2025.1680330/pdf https://doi.org/10.3389/feduc.2025.1680330 https://hdl.handle.net/20.500.15037/395 |
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