The impact of a technology-based mathematics after-school program using ALEKS on student's knowledge and behaviors
Scotty D. Craig, Arizona State University, United States ; Xiangen Hu, Arthur C. Graesser, University of Memphis, United States ; Anna E. Bargagliotti, Loyola Marymount University, United States ; Allan Sterbinsky, Kyle R. Cheney, Theresa Okwumabua, University of Memphis, United States
Computers & Education Volume 68, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd
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.
Craig, S.D., Hu, X., Graesser, A.C., Bargagliotti, A.E., Sterbinsky, A., Cheney, K.R. & Okwumabua, T. (2013). The impact of a technology-based mathematics after-school program using ALEKS on student's knowledge and behaviors. Computers & Education, 68(1), 495-504. Elsevier Ltd.