Learning with ALEKS: The impact of students' attendance in a mathematics after-school program

Scotty D. Craig, Celia Anderson, Anna Bargagloitti, Arthur C. Graesser, Theresa Okwumabua, Allan Sterbinsky, Xiangen Hu

Research output: Chapter in Book/Report/Conference proceedingConference contribution

5 Scopus citations

Abstract

We examined the effectiveness of using 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 students. The study randomly assigned students into a classroom that either worked with the ALEKS system individually on computers or were taught by teachers in an interactive classroom. Results from year one revealed that students randomly assigned to the ALEKS condition significantly out performed students assigned to the teacher condition on a state assessment test (TCAP). However, this was only if the students received sufficient exposure to the program.

Original languageEnglish (US)
Title of host publicationArtificial Intelligence in Education - 15th International Conference, AIED 2011
Pages435-437
Number of pages3
DOIs
StatePublished - Jun 23 2011
Externally publishedYes
Event15th International Conference on Artificial Intelligence in Education, AIED 2011 - Auckland, New Zealand
Duration: Jun 28 2011Jul 1 2011

Publication series

NameLecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)
Volume6738 LNAI
ISSN (Print)0302-9743
ISSN (Electronic)1611-3349

Other

Other15th International Conference on Artificial Intelligence in Education, AIED 2011
CountryNew Zealand
CityAuckland
Period6/28/117/1/11

Keywords

  • ALEKS
  • After-school program
  • Mathematics education

ASJC Scopus subject areas

  • Theoretical Computer Science
  • Computer Science(all)

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