Evaluating the Effectiveness of Mathematics Teachers Professional Development Using Artificial Intelligence-Generated Assessment

This study investigates the effectiveness of a mathematics professional development program for secondary school teachers in Ethiopia using artificial intelligence (AI)-generated assessment. The professional development initiative was launched by the Ethiopian Ministry of Education in 2024. It was grounded in the Technological Pedagogical Content Knowledge (TPACK) framework. Its primary goal was to enhance teachers’ instructional competence in problem-solving and address high student failure rates and deficiencies in 21st -century skills such as creativity, communication, collaboration, and critical thinking. A quasi-experimental study was conducted with a convenient sample of 136 mathematics teachers. Data were collected using a multiple-choice achievement test constructed by Google Gemini. One group completed both paper-and-pencil and online version of tests, while the remaining three groups completed only the online version. Data analysis involved descriptive statistics to summarize performance and paired and independent-samples t-tests. This quantitative approach sought to rigorously determine the program’s efficacy in enhancing teachers’ knowledge, skills, and attitudes, ultimately to improve student learning outcomes in mathematics. Based on the analysis of the study’s findings, it can be concluded that the professional development program resulted in a moderate impact on high school mathematics teachers. Consequently, it is strongly recommended that this and similar professional development initiatives be rigorously continued. This necessitates diligent and collaborative effort from all educational stakeholders to ensure teachers achieve significantly higher performance outcomes.