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

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Bibliographic Details
Title: The Effects of ALEKS on Mathematics Learning in K-12 and Higher Education: A Meta-Analysis
Language: English
Authors: Sun, Shuyan, Else-Quest, Nicole M., Hodges, Linda C., French, Allison M., Dowling, Rebecca
Source: Investigations in Mathematics Learning. 2021 13(3):182-196.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 15
Publication Date: 2021
Sponsoring Agency: National Science Foundation (NSF)
Contract Number: DRL1661105
Document Type: Journal Articles
Information Analyses
Education Level: Elementary Secondary Education
Elementary Education
Junior High Schools
Middle Schools
Secondary Education
Higher Education
Postsecondary Education
Descriptors: Teaching Methods, Elementary School Mathematics, Secondary School Mathematics, College Mathematics, Meta Analysis, Distance Education, Electronic Learning, Student Evaluation, Feedback (Response), Mathematics Achievement, Instructional Effectiveness, Effect Size, Intelligent Tutoring Systems, Mathematics Instruction
DOI: 10.1080/19477503.2021.1926194
ISSN: 1947-7503
Abstract: As remote learning technologies play an increasingly larger role in education, clear evidence of effectiveness is needed for widely used online learning technologies, such as Assessment and LEarning in Knowledge Spaces (ALEKS). By adapting to individual students' knowledge states and personalizing interactive practice and feedback, ALEKS may potentially support learning in mathematics, which is foundational for success in science, technology, engineering, and mathematics fields. Given the mixed findings about the effects of ALEKS in previous research, we conducted a meta-analysis to examine if ALEKS was as effective as traditional instruction in mathematics education. Our analysis included 56 independent effect sizes obtained from 9,238 students in K-12 schools and institutions of higher education participating in 33 research studies between 2000 and August 2020. Results indicated that learning performance with ALEKS was comparable to that with traditional instruction (Hedge's g = 0.05, 95% CI [-0.01, 0.20]) and ALEKS was especially effective when used to supplement traditional instruction (g = 0.43, 95% CI [0.02, 0.83]). These findings have important implications for using ALEKS in mathematics learning across different levels of education.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1314175
Database: ERIC
Description
Abstract:As remote learning technologies play an increasingly larger role in education, clear evidence of effectiveness is needed for widely used online learning technologies, such as Assessment and LEarning in Knowledge Spaces (ALEKS). By adapting to individual students' knowledge states and personalizing interactive practice and feedback, ALEKS may potentially support learning in mathematics, which is foundational for success in science, technology, engineering, and mathematics fields. Given the mixed findings about the effects of ALEKS in previous research, we conducted a meta-analysis to examine if ALEKS was as effective as traditional instruction in mathematics education. Our analysis included 56 independent effect sizes obtained from 9,238 students in K-12 schools and institutions of higher education participating in 33 research studies between 2000 and August 2020. Results indicated that learning performance with ALEKS was comparable to that with traditional instruction (Hedge's g = 0.05, 95% CI [-0.01, 0.20]) and ALEKS was especially effective when used to supplement traditional instruction (g = 0.43, 95% CI [0.02, 0.83]). These findings have important implications for using ALEKS in mathematics learning across different levels of education.
ISSN:1947-7503
DOI:10.1080/19477503.2021.1926194