The Effects of a Traditional and Technology-based After-school Setting on 6th Grade Student’s Mathematics Skills

New Search

Print Abstract

E-mail Abstract

Full Text

Save to My Collections

Export Citation

Hu, X., Craig, S.D., Bargagliotti, A.E., Graesser, A.C., Okwumabua, T., Anderson, C., Cheney, K.R. & Sterbinsky, A. (2012). The Effects of a Traditional and Technology-based After-school Setting on 6th Grade Student’s Mathematics Skills. Journal of Computers in Mathematics and Science Teaching, 31(1), 17-38. Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/38628.

• Share:
• 
• 
• 
• 
• 
• 

Journal Information

Journal of Computers in Mathematics and Science Teaching
ISSN 0731-9258
Volume 31, Issue 1, January 2012
Association for the Advancement of Computing in Education (AACE)  Chesapeake, VA

More Information on JCMST

Authors

Xiangen Hu, Scotty D. Craig, Anna E. Bargagliotti, Arthur C. Graesser, Theresa Okwumabua, Celia Anderson, Kyle R. Cheney, University of Memphis, USA; Allan Sterbinsky, Jackson-Madison County School System, USA

Abstract

This study investigated the effectiveness of 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 6th grade students. Students were randomly assigned to after-school classrooms in which they either worked with ALEKS to improve their math skills or to classrooms where instruction was provided by certified teachers. Students’ performance on the Tennessee Comprehensive Assessment Program (TCAP), administered annually to all Tennessee students, indicated that students assigned to the ALEKS condition performed at the same level as those taught by expert teachers (d =.09). Also, students participating in our after-school program outperformed non-participating students.

Also Read

• Interactive Assessment: An Approach to Enhance Teaching and Learning
• Interaction in Online Courses for Teacher Education: Subject Matter and Pedagogy
• Mentoring Professors: A Model for Developing Quality Online Instructors and Courses in Higher Education
• Modding the global classroom? Serious video games and teacher reflection
• Web-Based vs. Paper-Based Homework to Evaluate Students’ Performance in Introductory Physics Courses and Students’ Perceptions: Two Years Experience
• Student Participation Patterns in Online Discussion: Incorporating Constructivist Discussion into Online Courses
• Determining the Impact of Online Practicum Facilitation for Inservice Teachers
• Issues and Importance of “Good” Starting Points for Nonlinear Regression for Mathematical Modeling with Maple: Basic Model Fitting to Make Predictions with Oscillating Data
• Game Design Through Mentoring and Collaboration
• Elements of Problem-Based Learning: Suggestions for Implementation in the Asynchronous Environment

Tags