Peer-reviewed article
Impact of AI-Based Teaching Techniques on Learning Outcomes of Primary School Children: A Quantitative Study
Haris Khan ·
Summary
Written by AI, not yet AICS's view · claude-sonnet-5-5This quantitative study looks at whether AI-based teaching tools improve learning among primary school children. The tools included adaptive learning platforms and intelligent tutoring systems. Pupils were tested before and after being exposed to them, and the scores were compared statistically. The authors report a statistically significant improvement in academic performance and engagement. They say this supports informed decisions about technology in early education.
Key points
- Pupils used AI-based tools such as adaptive learning platforms and intelligent tutoring systems.
- Data came from a pre-test and post-test design.
- Academic performance and engagement were measured before and after the intervention.
- The authors report statistically significant gains in learning performance and engagement.
- The authors say the gains were greater than with conventional teaching practices.
Limitations
The abstract does not give the country, sample size, age range, length of the intervention, effect sizes or how any comparison with conventional teaching was made. It cannot tell us whether the gains came from the AI tools or from other factors, or whether they would hold in other settings.
Abstract
The growing popularity of the application of Artificial Intelligence (AI) to the education environment has transformed the practice of teaching and learning, especially in terms of customization, flexibility, and data-based learning. The given quantitative research designates the effect of AI-based instructional approaches on the academic achievements of primary schoolers. The data were gathered with the help of a pre-test and post-test research design and were obtained among primary school students who were exposed to AI-based instructional tools, i.e., adaptive learning platforms and intelligent tutoring systems. The difference in academic performance and level of engagement was measured prior to and after the intervention using statistical analysis. The results demonstrate that AI-based instructional strategies can positively impact the learning performance of students statistically significantly, improving academic performance and engagement of the learners in contrast to conventional teaching practices. The paper is an important contribution on the pedagogical importance of AI in primary education, and it is supported by empirical evidence that can be used to make informed judgments about the use of technology during early educational activities.
Findings the Hub has extracted
Each claim below is labelled by its type of design and links back to this report.
- Intervention
- AI-based instructional tools, including adaptive learning platforms and intelligent tutoring systems
- Population
- Primary school students exposed to the AI-based tools (number, age and location not stated)
Key finding
Statistically significant improvement in learning performance after the intervention (no figures given).
Khan · Crossref · 27 Dec 2025