A meta-analysis of the effectiveness of ALEKS on learning

Abstract

Abstract Assessment and Learning in Knowledge Spaces (ALEKS) is one of the widely used online intelligent tutoring systems (ITS) in the USA, but it has rarely been included in meta-analyses of ITS efficacy to help students learn. We conducted a meta-analysis to assess the effectiveness of ALEKS on learning. A total of 15 empirical studies were conducted between 2005 and 2015, containing 24 independent samples, which met the inclusion criteria. Our results revealed that ALEKS was as good, but not better than, traditional classroom teaching. Moderator analyses revealed the effect sizes were not significantly different, when ALEKS was used by students at different schooling levels (i.e. secondary or postsecondary), when it was implemented differently (i.e. used as principal or supportive instruction), or when the learning outcome was measured differently (i.e. measured with standardized tests or instructor-designed tests). Surprisingly, effect sizes were greater, when ALEKS was used for shorter periods of time rather than longer periods. Our paper ends with a discussion on the implications of these findings, and how these results can better inform educators using the ALEKS learning system to better promote student learning.