The purpose of this study was to determine what factors of the Assessment and Learning in Knowledge Spaces (ALEKS), an ITS, are predictive of struggling learners’ performance in a blended-learning Algebra 1 course at an inner city technical high school located in the northeastern U.S. Three variables (student retention, engagement time, and the ratio of topics mastered to topics practiced) were used to predict the degree of association on the criterion variable (mathematics competencies), as measured by final course progress grades in algebra, and the Preliminary Scholastic Assessment Test (PSATm) math scores. A correlational predictive design was applied to assess the data of a purposive sample of 265 struggling students at the study site; multiple regression analysis was also used to investigate the predictability of these variables. Findings suggest that engagement time and the ratio of mastered to practiced topics were significant predictors of final course progress grades. Nevertheless, these factors were not significant contributors in predicting PSATm score. Retention was identified as the only statistically significant predictor of PSATm score. The results offer educators with additional insights that can facilitate improvements in mathematical content knowledge and promote higher graduation rates for struggling learners in high school mathematics.
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机译:BUZZ-YO-CHILD是一种袋装标签设备,其发明目的是在上学期间协助学生和家长。本发明将有助于使交通平稳地流过停靠降落区。大多数学校目前在放学期间面临许多问题,包括交通拥堵,学生坐在阳光下以及猜测父母何时开车经过。 Buzz Yo Child将在学校Wi-Fi系统上运行,并且家长将具有Buzz-Yo-Child应用程序,以将蜂鸣器警报发送到行李牌,以警告学生其父母在排队等候接送。