Electronic Theses and Dissertations

Identifier

556

Date

2012

Document Type

Thesis

Degree Name

Master of Science

Major

Mathematical Sciences

Concentration

Teaching of Mathematics

Committee Chair

Anna E. Bargagliotti

Committee Member

Celia K. Anderson

Committee Member

John R. Haddock

Committee Member

Alistair J. Windsor

Abstract

In 2009, researchers at the University of Memphis implemented the afterschool program Jackson-Madison Intelligent Tutoring Systems Evaluation (J-MITSE), with the Jackson-Madison County Schools in Jackson,Tennessee. The program randomizes 6th grade students to either a treatment group that uses ALEKS software to tutor students in mathematics or a control group that uses human tutors with structured lesson plans. This thesis focuses on the control condition only to examine the pros and cons of a structured program that has specific topics scheduled, whether the afterschool program influences behaviors, attitudes, and math ability in the regular classroom, whether the human tutors in the program are reinforcing or introducing topics, and whether reinforcement in a structured environment contributes to gains in math scores. Results indicate that the control classrooms, while mostly reinforcing topics from the regular school day, have positive effects on student behavior and performance in their regular classrooms.

Comments

Data is provided by the student.

Library Comment

Dissertation or thesis originally submitted to the local University of Memphis Electronic Theses & dissertation (ETD) Repository.

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