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Issues in Accounting Education: Nov 2011, Vol. 26, No. 4, pp 647-656
“Students using ALEKS performed significantly better than those who had not on the exams that tested the underlying financial accounting material. Furthermore, implementation of ALEKS resulted in better course management. I spent far less office-hour time tutoring students on financial accounting material. ALEKS provides a great way for educators teaching the introduction to accounting course to address the functional competencies (AICPA, 1999, 2000) of financial accounting in both an efficient and effective manner.”
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“We confirm prior research findings that the number of terms that have transpired since a student took introductory financial accounting, whether they took the course at a two-year college, or if they needed to repeat the introductory course, are all negatively associated with performance in intermediate accounting. We find evidence that an online tutoring system, ALEKS, helps moderate these negative correlations. Results suggest that in upper division courses where student knowledge of underlying basic material is uneven, online tutors are an effective tool in bringing students up to an equal level of competence without sacrificing class time.”
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- Associate Professor Fatma Cebenoyan, Hunter College, NY
- Professor Eric Kelley, University of Arizona
- Professor David Ravetch, UCLA, CA
- Professor Harold Royer, Miami Dade Community College, FL
- Professor Stefani Tate, University of Massachusetts-Lowell, MA
- Student, Middlesex County College, NJ
"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
- Student, Saint Joseph's University, PA
- Student, Virginia Western Community College, VA
"Students commented that they liked going at their own pace, and felt a sense of accomplishment as they saw their pie chart fill up. These students were totally engrossed in doing math with the program. I was also surprised at how little they needed me for additional explanations."
- Professor Carol Smith, California State University, CA
- Professor Dirk Tempelaar, University of Maastricht, Netherlands
- Student, San Francisco State University, CA