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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)
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
ENDING MASTERY
8th Gr. Math SS
INITIAL ASSESSMENT
Posttest Assessment
GPA
INTERPRETATION AND IMPLICATION
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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