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Submission Number: 199

Submission ID: 9047

Submission UUID: d2435b92-1c6d-41fc-be6f-7bc64ddb6975

Submission URI: /student-research/symposium/research-symposium-program-portal

Submission Update: /student-research/symposium/research-symposium-program-portal?token=HfcI0yMofuqD-Wl9G1MlzIGvNVXsJ0Et9PPC3pw-PC8

Created: Fri, 01/30/2026 - 09:22 AM

Completed: Fri, 01/30/2026 - 09:49 AM

Changed: Fri, 01/30/2026 - 09:49 AM

Remote IP address: 146.201.10.40

Submitted by: Anonymous

Language: English

Is draft: No

Webform: Research Symposium Program Portal WF

Submitted to: Student Research Symposium Program Portal

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This study examines the relationship of using ALEKS (Assessment and Learning in Knowledge Spaces) in ninth grade mathematics learning on pre-existing achievement gaps shown in algebra one honors and geometry honors students. Current research supports the use of AI-enhanced technology in the teaching and learning of mathematics at the high school level. However, less is known about the use of these technologies in addressing achievement gaps as students transition to high school mathematics. This is an important area to look at because achievement gaps in mathematics become noticeable when large groups of students come from varying mathematical backgrounds and abilities in their transition to high school. This study will employ a multivariate regression analysis, and the data will be analyzed using SPSS to examine the relationship between ALEKS usage and achievement gaps in ninth-grade algebra one honors and geometry honors students. Deidentified data from a charter high school will be used. This study intends to investigate associations between ALEKS usage and achievement gaps shown in ninth-grade mathematics students. The goal of this research is to help contribute to the field of mathematics education by looking at the impact of using AI-enhanced interventions like ALEKS on achievement gaps in ninth-grade mathematics students.

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