Learning with ALEKS: The impact of students' attendance in a mathematics after-school program
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.
Publication Title
Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)
Recommended Citation
Craig, S., Anderson, C., Bargagloitti, A., Graesser, A., Okwumabua, T., Sterbinsky, A., & Hu, X. (2011). Learning with ALEKS: The impact of students' attendance in a mathematics after-school program. Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), 6738 LNAI, 435-437. https://doi.org/10.1007/978-3-642-21869-9_61
