TY - JOUR
T1 - Intelligent tutoring systems work as a math gap reducer in 6th grade after-school program
AU - Huang, Xudong
AU - Craig, Scotty
AU - Xie, Jun
AU - Graesser, Arthur
AU - Hu, Xiangen
N1 - Funding Information:
This research was supported by the Institute for Education Sciences (IES) Grant R305A090528 . Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of IES (DOE).
Publisher Copyright:
© 2016 Published by Elsevier Inc.
PY - 2016/4/1
Y1 - 2016/4/1
N2 - Achievement gaps have been long-lasting problems in mathematics education. Racial/ethnic gaps, gender gaps, and differences between school socioeconomic status are three well-known contributors to gaps in achievement. This study explored the effect of an intelligent tutoring system, the Assessment and LEarning in Knowledge Spaces (ALEKS) system, on reducing such gaps in an after-school program. The study was conducted with a sample of 6th grade student volunteers who were randomly assigned to one of two after-school conditions (ALEKS versus comparable teacher-led mathematics teaching). In the teacher-led condition, White males and females and African American males and females coming from schools of two levels of socioeconomic status performed differently on the math state test. In contrast, in the ALEKS condition, students with different individual differences performed similarly on the state test. These findings provide encouragement for the use of computer technology assistance to aid in the education of disadvantaged students in math.
AB - Achievement gaps have been long-lasting problems in mathematics education. Racial/ethnic gaps, gender gaps, and differences between school socioeconomic status are three well-known contributors to gaps in achievement. This study explored the effect of an intelligent tutoring system, the Assessment and LEarning in Knowledge Spaces (ALEKS) system, on reducing such gaps in an after-school program. The study was conducted with a sample of 6th grade student volunteers who were randomly assigned to one of two after-school conditions (ALEKS versus comparable teacher-led mathematics teaching). In the teacher-led condition, White males and females and African American males and females coming from schools of two levels of socioeconomic status performed differently on the math state test. In contrast, in the ALEKS condition, students with different individual differences performed similarly on the state test. These findings provide encouragement for the use of computer technology assistance to aid in the education of disadvantaged students in math.
KW - Achievement gaps
KW - Gap reducer
KW - Individual differences
KW - Intelligent tutoring system
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U2 - 10.1016/j.lindif.2016.01.012
DO - 10.1016/j.lindif.2016.01.012
M3 - Article
AN - SCOPUS:84957922965
SN - 1041-6080
VL - 47
SP - 258
EP - 265
JO - Learning and Individual Differences
JF - Learning and Individual Differences
ER -