THE META-ANALYTIC SYNTHESIS OF THE IMPACT OF ARTIFICIAL INTELLIGENCE (AI) ON STUDENT LEARNING OUTCOMES AND TEACHER EFFICACY IN K-۱۲ EDUCATION (۲۰۰۵-۲۰۲۵)

The rapid integration of Artificial Intelligence (AI) into K-۱۲ education necessitates a comprehensive synthesis of its empirical effects. This meta-analytic study aims to quantify the overall impact of AI-driven interventions on two critical educational outcomes: student learning achievement and teacher efficacy, drawing from studies published between ۲۰۰۵ and ۲۰۲۵. A systematic search across major academic databases, including Google Scholar, identified relevant experimental and quasi-experimental studies. The analysis employed a random-effects model to calculate the pooled effect size (Hedges’ g). Preliminary findings indicate a moderate-to-large positive effect of AI interventions on student learning outcomes (g ≈ ۰.۵۵), suggesting that AI tools, particularly Intelligent Tutoring Systems (ITS) and Adaptive Learning Platforms, significantly enhance academic performance. Furthermore, the analysis reveals a smaller but significant positive effect on teacher efficacy (g ≈ ۰.۳۵), primarily through AI-driven feedback and administrative support tools. Subgroup analyses suggest that the effect size is moderated by the type of AI intervention and the subject matter (e.g., STEM vs. Humanities). The study also addresses potential publication bias through a Funnel Plot analysis. The results provide robust evidence for policymakers and educators regarding the effective deployment of AI technologies to optimize learning environments and support professional development in K-۱۲ settings. This synthesis contributes to the empirical foundation for future AI integration strategies in global education systems.

کلیدواژه ها:

Artificial Intelligence ، Meta-Analysis ، K-۱۲ Education ، Student Learning Outcomes ، Teacher Efficacy