By Kareem Savoy

RIGOR VS. TIME: A STUDY OF

INSTRUCTIONAL BENEFITS WITH

INTELLIGENT TUTORING SYSTEMS

FOR STUDENTS WITH PERSISTENT

DEFICITS IN MATHEMATICS

• 1979 | IDENTIFIED LEARNING DISABILITIES

• 1990 | CALIFORNIA STATE UNIVERSITY OF

RIVERSIDE

• 1999 | BEGAN MY TEACHING CAREER

• 2003 | NATIONAL UNIVERSITY

• 2014 | CALIFORNIA STATE UNIVERSITY,

FULLERTON

RESEARCHER'S BACKGROUND

THE TIME NEEDED TO LEARN (Carroll, 1963, 1989; Crawford, Carpenter, Wilson, Schmeister, & McDonald,

2012; Miller & Mercer, 1997).

The COST TO HUMAN CAPITAL (Acosta & Martin, 2013; Mastropieri, Scruggs, & Chung, 1998; Miller & Mercer,

1997; Rumberger & Palardy, 2005).

PERSISTENT DEFICITS IN MATHEMATICS ETIOLOGY

(Kovas, Haworth, Petrill, & Plomin, 2007; Mazzocco & Thompson, 2005; Miller & Mercer, 1997;

Murphy et al., 2007; Watson & Gable, 2013)

COMPUTATION, PROCEDURES, AND CONTEXT (Fuchs, Fuchs, & Compton, 2012; Garnett, 1998; Geary, 1993; Geary, 2007, 2011a; Gersten,

Chard, et al., 2009; Gersten, Chard, et al., 2009; Gersten, Jordan, & Flojo, 2005; Mazzocco, 2005;

Meyer et al., 2010; Montague & van Garderen, 2008; Swanson & Jerman, 2006; Watson & Gable,

2013; Wilson & Swanson, 2001)

TOPIC BACKGROUND

INTELLIGENT TUTORING SYSTEMS (ITS)

POTENTIAL VS. PRODUCTION

TOOLS OF GOOD TEACHING

(Gersten et al., 2007; Koedinger & Corbett, 2006; Kulik, 2003)

ALEKS

INSTRUCTIONAL APPLICATION

(Canfield, 2001)

INSTRUCTIONAL APPLICATION

(National Mathematics Advisory Panel, 2008; Slavin et al., 2009)

DESIGN VS. INSTRUCTIONAL NEED

(Clark, 1963; 1989)

TOPIC BACKGROUND (CONTINUED)

ASSESSMENT AND LEARNING IN KNOWLEDGE SPACES (ALEKS)

ASSESSMENT AND LEARNING IN KNOWLEDGE SPACES (ALEKS)

ASSESSMENT AND LEARNING IN KNOWLEDGE SPACES (ALEKS)

ASSESSMENT AND LEARNING IN KNOWLEDGE SPACES (ALEKS)

THE PROBLEM ANALYZED HERE WAS THE LACK OF APPLICABLE LITERATURE ON THE USE OF INTELLIGENT TUTORING SYSTEMS (ITS) WITH STUDENTS EXHIBITING DEFICITS PERFORMANCE IN MATHEMATICS (PDM).

Lack of understanding variables influencing instruction Engagement Time (Carroll, 1963) The ability to learn (Carroll, 1963)

MEASURING OUTCOME ESTABLING PARAMETERS OF IMPLEMNTATION MEASURING FIDELITY OF USE

(Allsopp et al., 2010; Balfanz et al., 2007; Carroll, 1963; Cheung and Slavin, 2013; Chong and Siegel, 2008; Fuchs et al., 2008a; Fuchs and Fuchs, 2007; Fuchs, 2009; Miller and Mercer, 1997; Murphy et al., 2007; Watson and Gable, 2013)

PROBLEM STATEMENT

THE PURPOSE OF THIS CROSS SECTIONAL ANALYSIS WAS TO TEST THE CAPACITY OF CARROLL’S (1963) “MODEL OF SCHOOL LEARNING.” Regarding:

the time needed to learn The use of Assessment and Learning in Knowledge Spaces

(ALEKS) To improve achievement of students with PDM.

PURPOSE OF RESEARCH

What eff ect does Engagement Time, with Assessment

and Learning in Knowledge Spaces, have on the

achievement of students with persistent deficits in

mathematics (PDM)?

RESEARCH QUESTION

REVIEW OF THE LITERATURE

Major Sections Highlighted Works from Each Section

Characterizing Performance

• Mimicking Abilities Andersson, (2007), Anderssen(2008); Aunola, Leskinen, Lerkkanen, & Nurmi, (2004); Brown, (2013); Bryant et al., 2008; Fuchs et al., (2005); Fuchs, Fuchs, & Compton, (2010)

• Perceptions in Performance

Cheung & Slavin,(2013); Craig et al. (2011); Li & Ma,(2010); Min & VanLehn, (2010); Steenbergen-Hu & Cooper, (2013)

• Outcome Measures Ding and Davison (2005) ; Gersten, Chard, et al., (2009); Li & Ma,(2010); Steenbergen-Hu and Cooper (2013)

• Curriculum in Context Fuchs, (2009); Miller & Mercer, (1997); Tamim, Bernard, Borokhovski, Abrami, & Schmid, (2011); What Works Clearning House (2013)

Engagement Time Crawford et al., (2012); Gersten, Chard, et al. (2009); Steenbergen-Hu and Cooper (2013); Slavin et al. (2009)

Quantitative • (Creswell, 2013; Duffy & Chenail,

2009; Paul & Marfo, 2001)

Descriptive Study• Bickman and Rog, (2009); Creswell, (2009)

Pretest Posttest Design• Duffy and Chenail, (2009); Paul and

Marfo, (2001)

Archival Data

Reasonable Assumptions of Causation• (Creswell, 2013)

METHODOLOGY

Controlling for: • Gender • Socioeconomics• Prior

performance • Attendance

Quantitative Cross-Sectional

Analysis

Archival

Data

Variable influencin

g Performa

nce

ALEKS

RESEARCH DESIGN

MEASURE OF CENTRAL TENDENCIES CORRELATION REGRESSION

Y= b0 + b1X (gender) + b2X

(free/reduced lunch)+ b3X

(reading achievement) + b4X

(math achievement) + b5X

(attendance) + b6X (intervention)

+ εi

Y= Achievement outcome

b0 = Interception of time and

achievement

B1-6= Gender, Socioeconomics, Prior

Performance, Attendance

X7 = Time engagement (in minute

increments)

εi = Error (everything else not

explained by the model

SETTING Fisher Creek Unified

School District (FCUSD)

SAMPLE 138 9th Grade Students

Site A = 39 Site B = 59 Site C = 40

CRITERIA Performing below the 25th

Percentile on CST for 2 consecutive years

INSTRUMENT CST

Algebra I Assessment VARIABLES

Independent Variables Engagement Time

Dependent Variables Algebra I Assessment Current GPA Ending Mastery on

ALEKS

RESEARCH METHODS

RESEARCH METHODS (CONTINUED)

DATA COLLECTION Initial Assessment Treatment Condition

20 Weeks 300 Minutes a Week 10 Skills Mastered

Per Week Post Assessment

DATA ANALYSIS Measures of Central Tendencies

Correlation

RegressionVALIDITY

Sample SizeStatistical Package for the Social Sciences (SPSS)

ROLE OF THE RESEARCHER Association Communication

FINDINGS

MEASURES OF CENTRAL TENDENCIES

CORRELATION COEFFICIENTS

GPA REGRESSION

ALGEBRA I POST ASSESSMENT REGRESSION

ENDING MASTERY ON ALEKS REGRESSION

ENDING MASTERY

8th Gr. Math SS

INITIAL ASSESSMENT

Posttest Assessment

GPA

INTERPRETATION AND IMPLICATION

CORRELATION COEFFICIENTS

GPA REGRESSION

ALGEBRA I POST ASSESSMENT REGRESSION

ENDING MASTERY ON ALEKS REGRESSION

SKILLS MASTER

ED PER/HOU

R

Expectations

Correlation w/ Outco

me

Predict Perfor

mance

ENDING

MASTERY

8th Gr. Math SS

INITIAL ASSESSMENT

Posttest

Assessment GPA

INTERPRETATION AND IMPLICATION

INTERPRETATION AND IMPLICATION

• Outcome

Measures

• Fidelity to

Expectation

• Engagement Time

Skills Mastered Per/Hour

• Policy

• Practice

• Theory

Fidelity of implementation

Protects the opportunities to learn with ALEKS

Modification of interpretation with outcome

parameters

A longitudinal analysis of growth rate,

standardized achievement, and curriculum

based measure of achievement

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