Impact of Online Learning and Students' Personal Factors on Students' NWEA Scores

Autor/inn/en	Sahin, Alpaslan; Coleman, Stephanie; Koyuncu, Aziz
Titel	Impact of Online Learning and Students' Personal Factors on Students' NWEA Scores
Quelle	(2022), (53 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sahin, Alpaslan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Scores; Mathematics; English Instruction; Language Arts; Pandemics; COVID-19; Electronic Learning; Distance Education; Emergency Programs; School Closing; Student Attitudes; Self Efficacy; Individual Development; World Views; Self Management; Learner Engagement; Parent Participation; Teacher Student Relationship; Elementary School Students; High School Students; Student Experience; Academic Achievement; Student Characteristics; Family Involvement; Safety; Texas + Suchen Sie Ihr Suchwort? Mathematik; English langauage lessons; Englischunterricht; Sprachkultur; Distance study; Distance learning; Fernunterricht; Hilfsprogramm; School closings; Schule; Schließung; Schließung (von Schulen); Schülerverhalten; Self-efficacy; Selbstwirksamkeit; Individuelle Entwicklung; World view; Weltanschauung; Selbstmanagement; Elternmitwirkung; Teacher student relationships; Lehrer-Schüler-Beziehung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Studienerfahrung; Schulleistung; Sicherheit
Abstract	This study examines the COVID-19 shift to online instruction and its impact on a charter school system (CSS) 3rd-10th grade students' academic achievement through the lens of noncognitive factors. We recruited 693 students and utilized qualitative and quantitative analyses. We found that students' NWEA math and ELA scores continued to increase although almost ninety percent of them completed 2020-2021 school year online. Second, students' self-efficacy, academic engagement, and growth mindset scores significantly explained some of the variance in students' NWEA math and ELA scores. Lastly, students indicated that they liked the comfort, family presence, safety, and personalization of the online learning most. They disliked the lack of social component of learning, technical, and focus and engagement problems most. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01