This paper, originally presented at the annual meeting of the American Educational Research Association, New Orleans, April 1988, presents preliminary student outcomes from the initial introduction of a prototype intelligent computer-based algebra tutor in a high school. The paper focuses on student characteristics, including their backgrounds and attitudes about computers and computer-based instruction, and their evaluations of the tutor's usefulness. Pre- and post-semester algebra achievement tests and final course grades provide data on student learning. Because the findings reported here are preliminary, they indicate little about the relationship among student characteristics, overall achievement, and the nuances of learning algebra with an intelligent tutoring system. An appendix includes questionnaires and achievement tests given to students.
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