Learning with ALEKS: The impact of students' attendance in a mathematics after-school program

Scotty D. Craig, University of Memphis
Celia Anderson, University of Memphis
Anna Bargagloitti, University of Memphis
Arthur C. Graesser, University of Memphis
Theresa Okwumabua, University of Memphis
Allan Sterbinsky, Jackson-Madison County School System
Xiangen Hu, University of Memphis

Abstract

We examined the effectiveness of using 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 students. The study randomly assigned students into a classroom that either worked with the ALEKS system individually on computers or were taught by teachers in an interactive classroom. Results from year one revealed that students randomly assigned to the ALEKS condition significantly out performed students assigned to the teacher condition on a state assessment test (TCAP). However, this was only if the students received sufficient exposure to the program. © 2011 Springer-Verlag Berlin Heidelberg.