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This chapter presents findings from two observational studies conducted in Memphis City School District and Shelby County School District exploring the effectiveness of a mathematical intelligent tutoring system called ALEKS (Assessment and LEarning in Knowledge Spaces). Specifically, these studies were designed to assess the relationship betweenstudents' interaction with ALEKS and mathematics achievement test scores. The two studies involved retroactively comparing students' TCAP (Tennessee Comprehensive Assessment Program) mathematics scores with their proficiency level scores in ALEKS. The findings reveal that students who show a higher level of proficiency in ALEKS scored significantly higher on the TCAP.
Sullins J., Meister R., Craig S.D., Wilson W.M., Bargagliotti A., Hu X. (2013) The Impact of a Mathematical Intelligent Tutoring System on Students’ Performance on Standardized High-Stake Tests. In: Falmagne JC., Albert D., Doble C., Eppstein D., Hu X. (eds) Knowledge Spaces. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-35329-1_4