The Reality of Primary School Mathematics Teachers Employing Expert Systems to Traipse The Efficiency of the Teaching Process

Abstract

The research aimed to identify the reality of primary school mathematics teachers employing expert systems to raise the efficiency of the teaching process in the city of Yanbu. To verify the goal of the research, a questionnaire was designed consisting of (18) items distributed over three main axes of teaching competencies, namely planning, implementation, and evaluation. The research followed the descriptive approach, as it was distributed to mathematics teachers in the city of Yanbu after converting it to an electronic format to ensure that it reaches the largest possible number of teachers. It was answered by (56) teachers. The results showed that teachers do not have a background on what expert systems are and how to employ them in the educational process. In light of the results reached, the research recommended the necessity of holding seminars and awareness brochures on the latest applications of artificial intelligence, including expert systems, whether for teachers or students, with the aim of learning how to benefit from them. Including in the educational process, holding training workshops for teachers to develop their skills in using expert systems.

Keywords: expert systems, mathematics teachers, teaching process.