Poster #75 - The Effects of Assessment and Learning in Knowledge Spaces (ALEKS) on Mathematics Learning From K–12 to Higher Education: A Meta-Analysis

• In Event: 77.059 - MTCC Tuesday Poster Session 18
  In Poster Session: 77.059-10 - Mathematics Education Research Poster Session

Abstract

Assessment and LEarning in Knowledge Space (ALEKS) is one of the most commonly used adaptive learning technologies in the United States. Many studies have examined the effects of ALEKS on learning, but the results were mixed, creating the need for a meta-analysis. The present meta-analysis examined whether the use of ALEKS improved mathematics learning, and whether the effects vary by gender or race/ethnicity. Meta-analysis of 37 primary studies (14 studies in K-12; 22 undergraduate; 1 graduate) indicated that the use of ALEKS had positive effects on students’ cognitive, affective, and behavioral outcomes (Hedge’s g = 0.18 -0.68). Findings suggest that ALEKS may be a viable option for improving mathematics learning.

Authors

• Shuyan Sun, University of Maryland - Baltimore County

• Rebecca Dowling, University of Maryland - Baltimore County

• Allison French, University of Maryland - Baltimore County

• Nicole M. Else-Quest, University of Maryland - Baltimore County

• Linda C Hodges, University of Maryland - Baltimore County