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.
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Craig, S.D. et al. (2011). Learning with ALEKS: The Impact of Students’ Attendance in a Mathematics After-School Program. In: Biswas, G., Bull, S., Kay, J., Mitrovic, A. (eds) Artificial Intelligence in Education. AIED 2011. Lecture Notes in Computer Science(), vol 6738. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-21869-9_61
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DOI: https://doi.org/10.1007/978-3-642-21869-9_61
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