Leveraging Mathematics Software Data to Understand Student Learning and Motivation during the COVID-19 Pandemic

Autor/inn/en	Rutherford, Teomara; Duck, Kerry; Rosenberg, Joshua M.; Patt, Raymond
Titel	Leveraging Mathematics Software Data to Understand Student Learning and Motivation during the COVID-19 Pandemic
Quelle	In: Journal of Research on Technology in Education, 54 (2022), (27 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rutherford, Teomara) ORCID (Duck, Kerry)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1539-1523
DOI	10.1080/15391523.2021.1920520
Schlagwörter	COVID-19; Pandemics; Student Motivation; Mathematics Instruction; Computer Assisted Instruction; Learner Engagement; Grade 4; Elementary School Students; Mathematics Achievement; Educational Technology; Student Evaluation + Suchen Sie Ihr Suchwort? Schulische Motivation; Mathematics lessons; Mathematikunterricht; Computer based training; Computerunterstützter Unterricht; School year 04; 4. Schuljahr; Schuljahr 04; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Unterrichtsmedien; Schulnote; Studentische Bewertung
Abstract	School closures during the COVID-19 pandemic presented a threat to student learning and motivation. Suspension of achievement testing created a barrier to understanding the extent of this threat. Leveraging data from a mathematics learning software as a substitute assessment, we found that students had lower engagement with the software during the pandemic, but students who did engage had increased performance. Students also experienced changes in motivation: lowered mathematics expectancy, but also lower emotional cost for mathematics. Results illustrate the potential and pitfalls of using educational technology data in lieu of traditional assessments and draw attention to access and motivation during at-home schooling. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01