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Mathematics

"We used ALEKS as a technological component during Spring and Summer 2008 for our MAT-111 and MAT-045 courses. The results clearly showed that more students were able to get through their Math requirement with ALEKS, compared to MyMathLab. In MAT-111, 43 percent of students using ALEKS were able to pass the course with an A, B, or C, compared with only 20 percent of students who used MyMathLab. In MAT-045, 72 percent of students using ALEKS were able to pass the course with an A, B, or C, compared with only 42 percent of students who used MyMathLab."
- Professor Myrna La Rosa, Triton College, IL

"Bunker Hill Community College offered a 6 week Math Bridge Program designed to provide individualized instruction via ALEKS on algebraic concepts that students had not yet mastered. Students participating in the program demonstrated dramatic learning progress, moving from 31 percent course to 70 percent course mastery by the end of the program. Students overwhelmingly stated that they found ALEKS to be effective, accessible and helpful.   Most of the students have asked how they can continue to have access to ALEKS.”
- Professor Katherine Gustafson, Bunker Hill Community College, MA

"We received impressive results using ALEKS in our Basic Math course with 28 out of 40 students, roughly 70 percent of our students, receiving a “C” or better -- a grade enabling them to progress to the next course (Elementary Algebra). Our pass rate jumped from 41 percent to 75 percent in our first semester using ALEKS. Alternatively, the remaining ten Basic Math sections taught that semester (without ALEKS) where traditional strategies were employed, received a pass rate of only 47 percent."
- Professor Maria DeLucia, Mathematics Department Chair, Middlesex County College

"I have now completed my statistical analysis on my class-tests for ALEKS for Financial Accounting. The ALEKS classes had a 35 percent improvement in the number of students passing versus the non-ALEKS classes."
- Harold Royer, Miami Dade College, FL

"The use of ALEKS fit my needs perfectly as a tool to get students from various backgrounds to a base level of understanding required at the beginning of Intermediate Accounting. It was also helpful in providing an initial assessment which will be used as a benchmark in the overall process of assessing the effectiveness of the Accounting program."
- Randall P. Bandura, Frostburg State University, MD

"I really am very pleased with the results in my class this semester after using ALEKS. I did an analysis that was significant at the 10 percent level, and found that for every 10 hours that the students put into ALEKS their final average increased by 2.2 points, I have never had a semester with results this good."
- Professor Terry Sexton, St Josephs College, NY

"ALEKS completely removed the achievement gap between different groups of students in my psych-stats course! ALEKS provides a potential solution to a critical national problem."
- Xiangen Hu, The University of Memphis, TN

"One of the most amazing aspects of ALEKS is its ability to help all of my students who have such a wide range of abilities and backgrounds. With ALEKS, I am able to increase the level of the course without worrying about leaving anyone behind. The advanced students get the most out of the lectures, initially, but with the individualized help provided by ALEKS, the other students are able to catch up. I also think ALEKS helps boost the students’ morale by helping them feel they have a chance to succeed."
- Michael Sommer, Associate Lecturer, University of Wyoming, WY

"ALEKS is clearly the best among several online chemistry resources I have used. Its interface is intuitive for both instructor and student, and its reporting tools are thorough and informative. ALEKS' assessment feature ensures that content is individualized to each student's needs, while still targeting specific course objectives. Most importantly, however, is that ALEKS' unique design based on Knowledge Space Theory gives it the potential to dramatically impact student learning rather than simply serving as yet another study supplement."
- Professor David E. Smith, New Mexico State University, NM

"My students have become better problem solvers since I have implemented ALEKS into my Introductory Chemistry course. They ask fewer questions regarding the logistics of solving problems in chemistry, and more in-depth meaning-making questions. I have also seen an improvement in their success on exams."
- Associate Professor Rebecca Krystyniak, St. Cloud University, MN