Document Type
Article - On Campus Only
Publication Date
2013
Abstract
The effectiveness of using the Assessment and LEarning in Knowledge Spaces (ALEKS) system, an Intelligent Tutoring System for mathematics, as a method of strategic intervention in after-school settings to improve the mathematical skills of struggling students was examined using a randomized experimental design with two groups. As part of a 25-week program, student volunteers were randomly assigned to either a teacher-led classroom or a classroom in which students interacted with ALEKS while teachers were present. Student's math performance, conduct, involvement, and assistance was needed to complete tasks were investigated to determine overall impact of the two programs. Students assigned to the ALEKS classrooms performed at the same level as students taught by expert teachers on the Tennessee Comprehensive Assessment Program (TCAP), which is given annually to all Tennessee students. Furthermore, student's conduct and involvement remained at the same levels in both conditions. However, students in the ALEKS after-school classrooms required significantly less assistance in mathematics from teachers to complete their daily work.
Original Publication Citation
Scotty D. Craig, Xiangen Hu, Arthur C. Graesser, Anna E. Bargagliotti, Allan Sterbinsky, Kyle R. Cheney, Theresa Okwumabua, The impact of a technology-based mathematics after-school program using ALEKS on student's knowledge and behaviors, Computers & Education, Volume 68, 2013,Pages 495-504, ISSN 0360-1315, https://doi.org/10.1016/j.compedu.2013.06.010.
Digital Commons @ LMU & LLS Citation
Bargagliotti, Anna E., "The impact of technology-based mathematics after-school program using ALEKS on students’ knowledge and behaviors" (2013). Mathematics, Statistics and Data Science Faculty Works. 129.
https://digitalcommons.lmu.edu/math_fac/129
