Teachers’ Perception of Leveraging Generative AI for Mathematics Assessments

Allocation at minting

The anchored record

Canonical JSON (keys sorted, no spaces, UTF-8). Its SHA-256 is the hash on chain.

{"abstract":"As educational technologies evolve at an unprecedented speed, fewer than 30 percent of mathematics teachers in recent surveys report feeling \"very confident\" about integrating cutting-edge AI into their assessment practices, even though tools like Generative AI are now reshaping classrooms worldwide. This gap between rapid innovation and classroom adoption raises a critical question: What shapes teachers' readiness to leverage these tools, and how can schools bridge this divide? This research investigated the mathematics teachers' perceptions of leveraging Generative AI for assessments. Three key objectives guide this research. First, it sought to assess the level of acceptance of Generative AI among Mathematics teachers by using the Technology Acceptance Model (TAM) as the framework. Acceptance of Generative AI was based on perceived usefulness, perceived ease of use, attitude, and intention among respondents. Second, it examined differences among the four perceived aspects to understand respondents better and provide targeted interventions. Finally, it explored specific variables, including age, teaching experience, awareness, and the moderated acceptance of Generative AI among teachers. This study employed a quantitative research design. Data was gathered from 385 mathematics teachers in Metro Manila using a structured questionnaire and analyzed using descriptive and inferential statistics. Results showed high acceptance of GAI, as indicated by high general averages across all perceived TAM aspects. Notably, significant differences were observed in perceived ease of use (PEOU) and intention to use (IN). In addition, demographic factors such as age and awareness were found to moderate the teachers’ perceptions. These findings led this study to suggest strategies, including disseminating informative resources to address awareness gaps, interactive workshops to enhance teachers' perceptions of ease of use, personalized learning to address the observed generational divide, and showcasing best practices to capitalize on strong results across grade levels.","abstract_source":"original","authors":["Marphie Yusuke Tabata","Maryann Lanuza"],"date":"2026-04-08","doi":"10.70838/pemj.540706","id":7552,"issue":7,"journal":{"issn":"2822-4353","name":"Psychology and Education: A Multidisciplinary Journal"},"pdf_sha256":"87b0e68422967d3d3890f8bc243f0f0ed18379132919cd4ffcf97c662b40f629","schema":"scimatic-article/1","title":"Teachers’ Perception of Leveraging Generative AI for Mathematics Assessments","volume":54}

Check it yourself

1. The record, from the token's own metadata:

printf '%s' "$(curl -s https://scimatic.org/nft/articles/7552.json | jq -r .canonical_record)" | sha256sum

2. The hash stored on chain (contentHash(7552)):

curl -s https://rpc.scimatic.net -H 'content-type: application/json' \
  -d '{"jsonrpc":"2.0","id":1,"method":"eth_call","params":[{"to":"0x0E596B4bb924937aA35D9b342A90347ed6F05eF8","data":"0xf3e0c2900000000000000000000000000000000000000000000000000000000000001d80"},"latest"]}'

The two must be equal (the second with a 0x in front).