Learning with ALEKS: The Impact of Students' Attendance in a Mathematics After-School Program


Scotty D. Craig, Celia Anderson, Anna Bargagloitti, Arthur C. Graesser, Theresa Okwumabua, Allan Sterbinski and Xiangen Hu

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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.


After-school program, ALEKS, Mathematics education