Date of Conferral

9-15-2026

Date of Award

September 2026

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Anissa Harris

Abstract

The problem that was addressed through this study was Grade 9 students’ achievement on the Algebra 1 New Jersey Student Learning Assessment (NJSLA) continued to be below the proficiency level that is defined by the state, despite implementation of Assessment and Learning in Knowledge Spaces (ALEKS) Algebra 1 software. The study was grounded in Doignon and Falmagne’s knowledge space theory (KST) which evaluates students’ current knowledge levels and guides them along individualized learning paths based on what they are ready to learn next. The purpose of this nonexperimental quantitative study was to determine whether the predictor variables Grade 9 students’ time spent on ALEKS, number of topics mastered, and implementation models were related to NJSLA Algebra 1 achievement scores. A multiple linear regression analysis was conducted with archived data from 291 Grade 9 students who were enrolled in Algebra 1 during the 2023-2024 academic school year. The variables time spent on ALEKS (B = -.002, p = .002) and topics mastered (B = .139, b = .477, p < .001) were statistically significant, indicating that for every topic mastered, there was a .139-point increase in NJSLA scores whereas the implementation type, either ALEKS led or teacher led, was not significant. This project study focused on the integration of adaptive software, pedagogy, and content, and its contribution to social change through improved student learning outcomes and reduced achievement gaps. The results contribute to positive social change by demonstrating the effect of integrating ALEKS on test scores which might enhance sustained and equitable mathematics outcomes for all students in the diverse New Jersey student population.

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Mathematics Commons

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