The Effects of a Traditional and Technology-based After-school Setting on 6th Grade Student’s Mathematics Skills
Xiangen Hu, Scotty D. Craig, Anna E. Bargagliotti, Arthur C. Graesser, Theresa Okwumabua, Celia Anderson, Kyle R. Cheney, University of Memphis, United States ; Allan Sterbinsky, Jackson-Madison County School System, United States
JCMST Volume 31, Number 1, ISSN 0731-9258 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
This study investigated the effectiveness of 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 6th grade students. Students were randomly assigned to after-school classrooms in which they either worked with ALEKS to improve their math skills or to classrooms where instruction was provided by certified teachers. Students’ performance on the Tennessee Comprehensive Assessment Program (TCAP), administered annually to all Tennessee students, indicated that students assigned to the ALEKS condition performed at the same level as those taught by expert teachers (d =.09). Also, students participating in our after-school program outperformed non-participating students.
Hu, X., Craig, S.D., Bargagliotti, A.E., Graesser, A.C., Okwumabua, T., Anderson, C., Cheney, K.R. & Sterbinsky, A. (2012). The Effects of a Traditional and Technology-based After-school Setting on 6th Grade Student’s Mathematics Skills. Journal of Computers in Mathematics and Science Teaching, 31(1), 17-38. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).
© 2012 Association for the Advancement of Computing in Education (AACE)