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The Relationship between Gender, Ethnicity, and Technology on the Impact of Mathematics Achievement in an After-School Program

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Title: The Relationship between Gender, Ethnicity, and Technology on the Impact of Mathematics Achievement in an After-School Program
Language: English
Authors: Huang, Xudong, Craig, Scotty D., Xie, Jun, Graesser, Arthur C., Okwumabua, Theresa, Cheney, Kyle R., Hu, Xiangen, Society for Research on Educational Effectiveness (SREE)
Source: Society for Research on Educational Effectiveness. 2013.
Availability: Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
Peer Reviewed: Y
Page Count: 8
Publication Date: 2013
Sponsoring Agency: Institute of Education Sciences (ED)
Contract Number: R305A090528
Document Type: Reports - Research
Education Level: Grade 6
Intermediate Grades
Middle Schools
Elementary Education
Secondary Education
Grade 5
Descriptors: Gender Differences, Racial Differences, Ethnic Groups, Technology Uses in Education, Educational Technology, Mathematics Achievement, Correlation, After School Programs, Intelligent Tutoring Systems, Grade 6, Achievement Gap, White Students, African American Students, Randomized Controlled Trials, Conventional Instruction, Secondary Schools, Program Effectiveness, Standardized Tests, Grade 5
Geographic Terms: Tennessee
Abstract: The gap among ethnicities and gender in mathematics achievement is a well-known problem. While the gap has been shrinking over the past three decades, it has not completely diminished (Jencks & Phillips, 1998; McGraw, Lubienski, & Strutchens, 2006). The ALEKS, Assessment and LEarning in Knowledge Spaces, tutoring system is one promising example of a technology that can target this problem. ALEKS is a Web-based intelligent tutoring system (ITS) that instructs students on the mathematical topics that they are most ready to learn, assesses students' current knowledge, and evaluates student performance on problems related to those topics. In order to better understand the role that technology can play in decreasing achievement gaps for gender and ethnicity, the authors examined the effect of interacting with ALEKS in a 6th grade students' math after-school program. In order to answer the question, Does ALEKS reduce the math achievement gap between two ethnicities (White and African American) compared to a teacher?, a randomized experiment was implemented in which students are either assigned to use ALEKS or are assigned to be taught structured lesson plans from a teacher. The experiment was conducted as an after-school program at five secondary schools in a school district in west Tennessee using a population of 102 students with excellent attendance (45 out of 50 days). This left the teacher condition with 22 males, 29 females; 11 white students and 40 African American students. The ALEKS condition had 28 males, 23 females; 11 white students and 40 African American students. The program was conducted for 25 weeks with 40 days of instruction and 10 days of review assessments. Results from the study suggest that the ITS (ALEKS) helps reduce the achievement gap between ethnicities. While more research is needed, it would appear that the ALEKS condition was able to offer equivalent help to students with different levels of performances, while the teachers' help tends to average performers. One table and one figure are appended.
Abstractor: ERIC
Number of References: 11
IES Funded: Yes
Entry Date: 2016
Accession Number: ED564107
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
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  Data: The Relationship between Gender, Ethnicity, and Technology on the Impact of Mathematics Achievement in an After-School Program
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  Data: <searchLink fieldCode="DE" term="%22Tennessee%22">Tennessee</searchLink>
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  Label: Abstract
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  Data: The gap among ethnicities and gender in mathematics achievement is a well-known problem. While the gap has been shrinking over the past three decades, it has not completely diminished (Jencks & Phillips, 1998; McGraw, Lubienski, & Strutchens, 2006). The ALEKS, Assessment and LEarning in Knowledge Spaces, tutoring system is one promising example of a technology that can target this problem. ALEKS is a Web-based intelligent tutoring system (ITS) that instructs students on the mathematical topics that they are most ready to learn, assesses students' current knowledge, and evaluates student performance on problems related to those topics. In order to better understand the role that technology can play in decreasing achievement gaps for gender and ethnicity, the authors examined the effect of interacting with ALEKS in a 6th grade students' math after-school program. In order to answer the question, Does ALEKS reduce the math achievement gap between two ethnicities (White and African American) compared to a teacher?, a randomized experiment was implemented in which students are either assigned to use ALEKS or are assigned to be taught structured lesson plans from a teacher. The experiment was conducted as an after-school program at five secondary schools in a school district in west Tennessee using a population of 102 students with excellent attendance (45 out of 50 days). This left the teacher condition with 22 males, 29 females; 11 white students and 40 African American students. The ALEKS condition had 28 males, 23 females; 11 white students and 40 African American students. The program was conducted for 25 weeks with 40 days of instruction and 10 days of review assessments. Results from the study suggest that the ITS (ALEKS) helps reduce the achievement gap between ethnicities. While more research is needed, it would appear that the ALEKS condition was able to offer equivalent help to students with different levels of performances, while the teachers' help tends to average performers. One table and one figure are appended.
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  Data: 2016
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  Label: Accession Number
  Group: ID
  Data: ED564107
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED564107
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 8
    Subjects:
      – SubjectFull: Gender Differences
        Type: general
      – SubjectFull: Racial Differences
        Type: general
      – SubjectFull: Ethnic Groups
        Type: general
      – SubjectFull: Technology Uses in Education
        Type: general
      – SubjectFull: Educational Technology
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      – SubjectFull: Mathematics Achievement
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      – SubjectFull: Correlation
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      – SubjectFull: After School Programs
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      – SubjectFull: Intelligent Tutoring Systems
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      – SubjectFull: Grade 6
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      – SubjectFull: Achievement Gap
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      – SubjectFull: White Students
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      – SubjectFull: African American Students
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      – SubjectFull: Randomized Controlled Trials
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      – SubjectFull: Secondary Schools
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      – SubjectFull: Standardized Tests
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      – SubjectFull: Grade 5
        Type: general
      – SubjectFull: Tennessee
        Type: general
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