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ABSTRACT
The purpose of this study was to explore the effectiveness of using ALEKS (Assessment and Learning in Knowledge Spaces [3]), an online interactive learning system, in teaching a college algebra course at a university. This system was used to replace traditional assignments. The study was conducted in eight college algebra courses in the Fall 2003 semester at a small university in the Midwest. Four sections used ALEKS, and four sections taught in a traditional fashion served as a control group. We examined the effectiveness of the technology in helping students gain the necessary knowledge to be successful. Students working with ALEKS online worked at their own pace, enhancing mathematical ideas they already knew and building on this knowledge in a mastery learning environment.
INTRODUCTION
Web-based software is currently available for remedial and entry-level college mathematics courses that require open-ended responses from students. In 2001 we began integrating into our remedial algebra courses an online, interactive learning system known as ALEKS (Assessment and Learning in Knowledge Spaces). A post-course student opinion survey was administered near the end of the first year to assess the students' perception of the effectiveness of the program [1]. Based upon encouraging preliminary results and positive instructor experiences, our college algebra course was redesigned to enable a more formal assessment of the ALEKS system. Approximately half the college algebra enrollees were randomly assigned to an ALEKS-based course. Students who were enrolled in the traditional text-based college algebra course served as the control group. Since our primary focus was on the effectiveness of the web-based system, our typical null hypothesis was based on the assumption that performance by students enrolled in traditional classes equals or exceeds that of students enrolled in the nontraditional web based classes. We measured performance in two specific ways: 1) pairing a pre-test with the final examination; and 2) evaluating the results of ACT's nationally normed Collegiate Assessment of Academic Proficiency or CAAP exam [7]. The CAAP assessment is required of all students who have completed more than 48 semester credit hours. (ACT, formerly the acronym for American College Testing, is now the name of the company, see www.act.com)
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An increasing role for technology in the mathematics curriculum has resulted not only from economic pressures...