TY - JOUR
T1 - The impact of a technology-based mathematics after-school program using ALEKS on student's knowledge and behaviors
AU - Craig, Scotty
AU - Hu, Xiangen
AU - Graesser, Arthur C.
AU - Bargagliotti, Anna E.
AU - Sterbinsky, Allan
AU - Cheney, Kyle R.
AU - Okwumabua, Theresa
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).
PY - 2013
Y1 - 2013
N2 - The effectiveness of using the Assessment and LEarning in Knowledge Spaces (ALEKS) system, an Intelligent Tutoring System for mathematics, as a method of strategic intervention in after-school settings to improve the mathematical skills of struggling students was examined using a randomized experimental design with two groups. As part of a 25-week program, student volunteers were randomly assigned to either a teacher-led classroom or a classroom in which students interacted with ALEKS while teachers were present. Student's math performance, conduct, involvement, and assistance was needed to complete tasks were investigated to determine overall impact of the two programs. Students assigned to the ALEKS classrooms performed at the same level as students taught by expert teachers on the Tennessee Comprehensive Assessment Program (TCAP), which is given annually to all Tennessee students. Furthermore, student's conduct and involvement remained at the same levels in both conditions. However, students in the ALEKS after-school classrooms required significantly less assistance in mathematics from teachers to complete their daily work.
AB - The effectiveness of using the Assessment and LEarning in Knowledge Spaces (ALEKS) system, an Intelligent Tutoring System for mathematics, as a method of strategic intervention in after-school settings to improve the mathematical skills of struggling students was examined using a randomized experimental design with two groups. As part of a 25-week program, student volunteers were randomly assigned to either a teacher-led classroom or a classroom in which students interacted with ALEKS while teachers were present. Student's math performance, conduct, involvement, and assistance was needed to complete tasks were investigated to determine overall impact of the two programs. Students assigned to the ALEKS classrooms performed at the same level as students taught by expert teachers on the Tennessee Comprehensive Assessment Program (TCAP), which is given annually to all Tennessee students. Furthermore, student's conduct and involvement remained at the same levels in both conditions. However, students in the ALEKS after-school classrooms required significantly less assistance in mathematics from teachers to complete their daily work.
KW - ALEKS
KW - After-school program
KW - Learning technology
KW - Mathematics education
KW - Middle school
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U2 - 10.1016/j.compedu.2013.06.010
DO - 10.1016/j.compedu.2013.06.010
M3 - Article
AN - SCOPUS:84880388818
SN - 0360-1315
VL - 68
SP - 495
EP - 504
JO - Computers and Education
JF - Computers and Education
ER -