Date of Award

8-1-2025

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Education

College

College of Education and Social Sciences

First Advisor

Sheena Kauppila

Second Advisor

Deepak Basyal

Third Advisor

Hsing-Wen Hu

Abstract

This research examines the impact of ALEKS on student achievement in mathematics, specifically the correlation between mastering course concepts and preparedness for Algebra 1 as assessed by MAP RIT scores. The investigation focuses on the problem that many students lack the foundational skills necessary for success in Algebra 1 and higher-level math courses, leading to the research questions: "How does student completion in the ALEKS intervention course impact their performance on MAP?" and "How much more likely are students who completed the intervention course to be considered Algebra 1-ready based on MAP than those who did not?"

The study employed purposive sampling to target socially promoted students transitioning from middle to high school who struggle with fundamental math skills. Data collection took place post-intervention, with privacy measures in place. Instruments such as ALEKS for concept mastery and NWEA MAP RIT scores were used to evaluate performance.

Analysis showed significant results regarding MAP performance, with a paired-sample t-test indicating notable improvement in fall and winter NWEA MAP RIT scores (p < .001). A logistic regression indicated that students who completed the course were 2.69 times more likely to be deemed Algebra 1-ready, though this was not statistically significant (p = .126). Fall RIT scores demonstrated a significant positive correlation with readiness.

Overall, the study indicates a positive relationship between course completion and readiness for Algebra 1. However, the lack of significant results in the logistic regression suggests the need for caution and further research on effective program components to address barriers among at-risk students.

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