Document Type
Article - On Campus Only
Publication Date
2012
Abstract
This study investigated the effectiveness of the Assessment and LEarning in Knowledge Spaces (ALEKS) system as a method of strategic intervention in after-school settings to improve the mathematical skills of struggling 6th grade students. Students were randomly assigned to after-school classrooms in which they either worked with ALEKS to improve their math skills or to classrooms where instruction was provided by certified teachers. Students' performance on the Tennessee Comprehensive Assessment Program (TCAP), administered annually to all Tennessee students, indicated that students assigned to the ALEKS condition performed at the same level as those taught by expert teachers (d =.09). Also, students participating in our after-school program outperformed non-participating students.
Original Publication Citation
Hu, Xiangen, et al. "The Effects of a Traditional and Technology-Based After-School Setting on 6th Grade Student's Mathematics Skills." The Journal of Computers in Mathematics and Science Teaching 31.1 (2012): 17.
Digital Commons @ LMU & LLS Citation
Bargagliotti, Anna E., "The effects of a traditional and technology-based after-school program on 6th grade students’ mathematics skills" (2012). Mathematics, Statistics and Data Science Faculty Works. 138.
https://digitalcommons.lmu.edu/math_fac/138
