Teaching and Learning Algebra 1 via an Intelligent Tutor System: Effects on Student Engagement and Achievement

摘要: This study investigated the implementation and outcomes of blended learning that integrated Apangea Math, an online intelligent tutor system (ITS), with face-to-face instruction for teaching Algebra 1. It took place in a Title I urban high school where 75 ninth grade students their teachers enacted program one semester. Students from same who received alone during previous semester served as comparison group. Flow theory was proposed explanation why ITS expected to increase student engagement improve achievement. quasi-experimental, mixed methods collected data via assessments, surveys, observation forms, questionnaires, meeting notes. Fidelity rated based on four components: adherence, exposure, quality delivery, participant responsiveness. Challenges encountered practices used when implementing were characterized first-order (external) or secondorder (internal) analyzed reveal themes. A ANOVA conducted assessment revealed significant interaction effect between time (pre post) group (intervention comparison) achievement, F(1,157) = 5.25 , p < .05, partial eta 2 .032. indicated intervention group’s achievement gains (M 9.45 points) significantly greater than 4.65 points). Furthermore, included use Math improved whose initial skill level below basic, but it did not change those