Abstract: Objective: This study aims to identify the female students' opinions regarding the use of ChatGPT and Symbolab (Math Problem Solver)
applications to improving academic achievement, enhance problem-solving skills in mathematics, and increase motivation to learn the subject in
Palestine. Methodology: The researchers used a qualitative approach with a case study design based on structured interviews by posing open-ended
questions. Data analysis was based on a deductive approach following the steps outlined by Ary (2010), which consists of three stages represented
by organization and familiarity, coding and reduction, and interpretation and representation to reach the results. The study sample consisted of 76
ninth-grade female students at Ibrahim Al-Khawaja Girls' School in Tulkarm Governorate. This sample was randomly selected by lottery among 17
schools that included more than three ninth grades sections. Thirty structured interviews were conducted, including a set of open-ended questions.
Results: The results indicated that ChatGPT and Symbolab (Math Problem Solver) applications had a positive impact on the educational process in
terms of raising students' achievement levels, enabling students to solve mathematical problems and increasing their motivation to learn mathematics.
Conclusions: The study concluded that there is a potential for employing artificial intelligence applications to raise students' achievement levels and
increase their learning motivation. Recommendations: The study recommended conducting training courses for mathematics teachers to enable
them to use these applications during the educational process, as well as developing the educational environment to make it suitable and nurturing
for learning tools using artificial intelligence applications, particularly ChatGPT and Symbolab (Math Problem Solver).
 

Title

An-Najah University Journal for Research – B Humanities

Publisher

An-Najah National University

Publisher Country

Palestine

Indexing

Scopus

Impact Factor

None

Publication Type

Both (Printed and Online)

Volume

--

Year

2025

Pages

1-16