The Effects of ALEKS on Mathematics Learning in K-12 and Higher Education: A Meta-Analysis

Sun, Shuyan; Else‐Quest, Nicole M.; Hodges, Linda C.; French, Allison M.; Dowling, Rebecca

doi:10.1080/19477503.2021.1926194

Cited by 4 publications

(16 citation statements)

References 31 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…More research papers have been published in the context of WBMI in the past few years due to the COVID-19 pandemic (e.g., Misirli & Ergulec, 2021 ; Sun et al, 2021 ; Ulum, 2022 ). It has been revealed that there were many disparities among students due to socio-economic reasons, and many students had difficulty in learning mathematics within the context of WBMI during this pandemic (Agasisti et al, 2020 ; Dorn et al, 2020 ).…”

Section: Introductionmentioning

confidence: 99%

“…It has been revealed that there were many disparities among students due to socio-economic reasons, and many students had difficulty in learning mathematics within the context of WBMI during this pandemic (Agasisti et al, 2020 ; Dorn et al, 2020 ). This has made the need for strengthening mathematics education to be more acute (Sun et al, 2021 ). As WBMI has an increasingly key role in the post-pandemic world, it is necessary to provide clear findings on the effectiveness of WBMI to all stakeholders such as mathematics educators, mathematics teachers, students, and parents (Sun et al, 2021 ).…”

Section: Introductionmentioning

confidence: 99%

“…This has made the need for strengthening mathematics education to be more acute (Sun et al, 2021 ). As WBMI has an increasingly key role in the post-pandemic world, it is necessary to provide clear findings on the effectiveness of WBMI to all stakeholders such as mathematics educators, mathematics teachers, students, and parents (Sun et al, 2021 ).…”

Section: Introductionmentioning

confidence: 99%

“…This inconsistency is evident when we scrutinize research papers that examine the effectiveness of web-based instruction in experimental and quasi-experimental research. Unfortunately, even in the context of meta-analysis, the effectiveness of web-based instruction on academic or mathematics learning remains unclear, as many research papers vary in their results (Fang et al, 2019 ; Hillmayr et al, 2020 ; Sitzmann, Kraiger, Stewart, & Wisher, 2006 ; Sun et al, 2021 ; Ulum, 2022 ). One of the largest sources of variation is likely to be highly heterogeneous meta-analysis research conducted with the inclusion of all studies related to web-based instruction that focuses not only on mathematics but also on biology, English, ICT, science, and social science (e.g., Hillmayr et al, 2020 ; Ulum, 2022 ).…”

Section: Introductionmentioning

confidence: 99%

“…One of the largest sources of variation is likely to be highly heterogeneous meta-analysis research conducted with the inclusion of all studies related to web-based instruction that focuses not only on mathematics but also on biology, English, ICT, science, and social science (e.g., Hillmayr et al, 2020 ; Ulum, 2022 ). Probably, another reason for this variability is that only research papers related to Assessment and Learning in Knowledge Spaces (ALEKS) in the context of online intelligent tutoring systems (ITS) are included in previous meta-analysis studies (Fang et al, 2019 ; Sun et al, 2021 ).…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

The effectiveness of web-based Mathematics instruction (WBMI) on K-16 students’ mathematics learning: a meta-analytic research

Akın

2022

Educ Inf Technol

View full text Add to dashboard Cite

Given the increasing prevalence of web technology, web-based mathematics environments have been increasingly widely used in mathematics education for the past two decades. The COVID-19 pandemic has led to an urgent transition from traditional mathematics instruction (TMI) to web-based mathematics instruction (WBMI) at all levels of mathematics education. At this point, it is crucial to scrutinize the effects of WBMI on K-16 students’ mathematics learning comprehensively. This meta-analysis research contained a total of 63 studies with 115 effect sizes, which aimed to investigate the effectiveness of WBMI on K-16 students’ mathematics learning by incorporating potential moderators, namely mathematics topics, mathematical content standards, feedback status, type of instructional features, age (i.e., grade level), and assessment methods. Based on findings, WBMI has a significantly strong effect on K-16 students’ mathematics learning ( g = 1.10, p = 0.01, 95% CI [0.95, 1.27]). Moderator analyses reveal that the effect sizes of WBMI on K-16 students’ mathematics learning varied significantly depending on all these potential moderators. Additionally, higher-level mathematical concepts, statistics and probability, WBMI with providing feedback, tutorial systems, undergraduate students, and traditional paper-pencil assessment are the strongest moderators in their context. The most notable results of this research are that WBMI is significantly more effective on students’ mathematics learning than TMI, while even in the context of WBMI, traditional paper-pencil assessment is significantly more effective than online assessment. This meta-analytic research provides a comprehensive and up-to-date perspective on the effectiveness of WBMI on K-16 students’ mathematics learning.

show abstract

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

The effectiveness of web-based Mathematics instruction (WBMI) on K-16 students’ mathematics learning: a meta-analytic research

Akın

2022

Educ Inf Technol

View full text Add to dashboard Cite

show abstract

Three Algorithms for Grouping Students: A Bridge Between Personalized Tutoring System Data and Classroom Pedagogy

Lechuga

Doroudi

2022

Int J Artif Intell Educ

View full text Add to dashboard Cite

Computer-assisted instructional programs such as intelligent tutoring systems are often used to support blended learning practices in K-12 education, as they aim to meet individual student needs with personalized instruction. While these systems have been shown to be effective under certain conditions, they can be difficult to integrate into pedagogical practices. In this paper, we introduce three group formation algorithms that leverage learning data from the adaptive intelligent tutoring system ALEKS to support pedagogical and collaborative learning practices with ALEKS. Each grouping method was devised for different use cases, but they all utilize a fine-grained multidimensional view of student ability measured across several hundred skills in an academic course. As such, the grouping algorithms not only identify groups of students, but they also determine what areas of ALEKS content each group should focus on. We then evaluate each of the three methods against two alternative baseline methods, which were chosen for their plausibility of being used in practice—one that groups students randomly and one that groups students based on a unidimensional course score. To evaluate these methods, we establish a set of practical metrics based on what we anticipate teachers would care about in practice. Evaluations were performed by simulating mock groupings of students at different time periods for real ALEKS algebra classes that occurred between 2017 and 2019. We show that each devised method obtains more favorable results on the specified metrics than the alternative methods under each use-case. Moreover, we highlight examples where our methods lead to more nuanced groupings than grouping based on a unidimensional measure of ability.

show abstract

Examining Educational Debts in Student Preparation for General Chemistry

Caushi,

Torres,

Abrams

2024

J. Chem. Educ.

View full text Add to dashboard Cite

Students beginning college chemistry are expected to arrive prepared with fundamental, prerequisite conceptual understanding and skills from high school. While some topics may be reviewed explicitly in the course, prerequisite material�including hidden prerequisites often overlooked by faculty�is typically considered assumed prior knowledge and not taught in General Chemistry. This study examines the correlation between preparedness in fundamental topics and success in first-semester General Chemistry. The examined content areas included math and physics, measurement, matter, atoms/ ions/molecules, stoichiometry, basics of chemical reactions, thermodynamics, electronic structure, and bonding. Five areas (math and physics, measurement, matter, atoms/ions/molecules, and stoichiometry) positively correlated with success in General Chemistry, highlighting potential focus areas for resources to support students. Following the tenets of Quantitative Critical Race Theory, this study identified and quantified educational debts in preparation owed to students from historically marginalized groups. As a result of the pervasive effects of systemic injustices encountered by students from these groups, educational debts were observed in all prerequisite areas that correlated with student success. Moreover, these debts increased through the course, even when controlling for preparation. Specifically, Black and Hispanic students faced the largest educational debts in final course grades, with Black students receiving half of a letter grade lower than their White peers and Hispanic students receiving a third of a letter grade lower. These results emphasize the importance of addressing systemic barriers to reduce educational debts and providing constructive interventions to best prepare students and promote equitable outcomes.

show abstract

The Effects of ALEKS on Mathematics Learning in K-12 and Higher Education: A Meta-Analysis

Cited by 4 publications

References 31 publications

The effectiveness of web-based Mathematics instruction (WBMI) on K-16 students’ mathematics learning: a meta-analytic research

The effectiveness of web-based Mathematics instruction (WBMI) on K-16 students’ mathematics learning: a meta-analytic research

Three Algorithms for Grouping Students: A Bridge Between Personalized Tutoring System Data and Classroom Pedagogy

Examining Educational Debts in Student Preparation for General Chemistry

Contact Info

Product

Resources

About