The impact of a technology-based mathematics after-school program using ALEKS on student's knowledge and behaviors

Scotty Craig, Xiangen Hu, Arthur C. Graesser, Anna E. Bargagliotti, Allan Sterbinsky, Kyle R. Cheney, Theresa Okwumabua

Research output: Contribution to journalArticle

36 Scopus citations

Abstract

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.

Original languageEnglish (US)
Pages (from-to)495-504
Number of pages10
JournalComputers and Education
Volume68
DOIs
StatePublished - Jul 24 2013

Keywords

  • ALEKS
  • After-school program
  • Learning technology
  • Mathematics education
  • Middle school

ASJC Scopus subject areas

  • Computer Science(all)
  • Education

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