Searching for the two sigma advantage: Evaluating algebra intelligent tutors

Kent E. Sabo; Robert Atkinson; Angela L. Barrus; Stacey S. Joseph; Ray S. Perez

doi:10.1016/j.chb.2013.03.001

Searching for the two sigma advantage: Evaluating algebra intelligent tutors

Kent E. Sabo, Robert Atkinson, Angela L. Barrus, Stacey S. Joseph, Ray S. Perez

Research output: Contribution to journal › Article › peer-review

19 Scopus citations

Abstract

This study evaluated 2 off-the-shelf, computer-based, mathematics intelligent-tutoring systems that provide instruction in algebra during a remedial mathematics summer program. The majority of the enrolled high school students failed to pass algebra in the previous semester. Students were randomly assigned in approximately equal proportions to work with the Carnegie Learning Algebra Cognitive Tutor or the ALEKS Algebra Course. Using the tutoring system exclusively, the students completed a 4-h-a-day, 14-day summer school high school algebra class for credit. The results revealed that both tutoring systems produced statistically and practically meaningful learning gains on measures of arithmetic and algebra knowledge.

Original language	English (US)
Pages (from-to)	1833-1840
Number of pages	8
Journal	Computers in Human Behavior
Volume	29
Issue number	4
DOIs	https://doi.org/10.1016/j.chb.2013.03.001
State	Published - 2013

Keywords

Applications in subject areas
Evaluation methodologies
Evaluation of CAL systems
Intelligent tutoring systems
Secondary education

ASJC Scopus subject areas

Arts and Humanities (miscellaneous)
Human-Computer Interaction
General Psychology

Access to Document

10.1016/j.chb.2013.03.001

Cite this

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title = "Searching for the two sigma advantage: Evaluating algebra intelligent tutors",

abstract = "This study evaluated 2 off-the-shelf, computer-based, mathematics intelligent-tutoring systems that provide instruction in algebra during a remedial mathematics summer program. The majority of the enrolled high school students failed to pass algebra in the previous semester. Students were randomly assigned in approximately equal proportions to work with the Carnegie Learning Algebra Cognitive Tutor or the ALEKS Algebra Course. Using the tutoring system exclusively, the students completed a 4-h-a-day, 14-day summer school high school algebra class for credit. The results revealed that both tutoring systems produced statistically and practically meaningful learning gains on measures of arithmetic and algebra knowledge.",

keywords = "Applications in subject areas, Evaluation methodologies, Evaluation of CAL systems, Intelligent tutoring systems, Secondary education",

author = "Sabo, {Kent E.} and Robert Atkinson and Barrus, {Angela L.} and Joseph, {Stacey S.} and Perez, {Ray S.}",

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AU - Perez, Ray S.

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AB - This study evaluated 2 off-the-shelf, computer-based, mathematics intelligent-tutoring systems that provide instruction in algebra during a remedial mathematics summer program. The majority of the enrolled high school students failed to pass algebra in the previous semester. Students were randomly assigned in approximately equal proportions to work with the Carnegie Learning Algebra Cognitive Tutor or the ALEKS Algebra Course. Using the tutoring system exclusively, the students completed a 4-h-a-day, 14-day summer school high school algebra class for credit. The results revealed that both tutoring systems produced statistically and practically meaningful learning gains on measures of arithmetic and algebra knowledge.

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Searching for the two sigma advantage: Evaluating algebra intelligent tutors

Abstract

Keywords

ASJC Scopus subject areas

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