Validation of a questionnaire assessing artificial intelligence use in secondary mathematics education in Peru

Bibliographic Data

ID22166302
AuthorsEdgar Tito Susanibar Ramirez (Universidad Peruana Unión), Abel Tapia Díaz (Universidad Peruana Unión), Rudy Ricardo Torres Gallegos (Universidad Peruana Unión), Elia Clorinda Andrade Girón (0000-0002-2126-7869, Universidad Nacional José Faustino Sánchez Carrión), Esteban Tocto-Cano (0000-0003-4729-4192, Universidad Peruana Unión), Javier Linkolk López‐Gonzales (0000-0003-0847-0552, Universidad Peruana Unión, corresponding author)
Year2026
Volume10
Publication date2026-01-23
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueFrontiers in Education (JOURNAL)
Journal identifiersISSN: 2504-284X • E-ISSN: 2504-284X
PublisherFrontiers Media SA (PUBLISHER • CH)
DOI10.3389/feduc.2025.1680330
OpenAlexW7125506175
LanguageEN
References cited30

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

Confirmatory factor analysis · Exploratory factor analysis · Exploratory research · Formative assessment · Internal consistency · Psychometrics · Knowledge Societies in the 21st Century · Scientific Research and Technology · Teaching and Learning Programming

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