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

Adam Sahin and Shirley M. Matteson
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Adam Sahin: Ph.D., Research Scientist, Programs Dept., Harmony Public Schools, Houston, USA.
Shirley M. Matteson: Associate Professor, Curriculum and Instruction, Texas Tech University, Lubbock, USA.

European Journal of Education and Pedagogy, 2022, vol. 3, issue 5, 134-146

Abstract: This study investigated the impact of online learning on students’ math and ELA test scores through the lens of their personal skills in addition to students’ reflections about their experience with online learning. We recruited Harmony Public Schools (HPS) 3rd–10th-grade students. We used paired t-test and multiple regression for the first and second research questions, respectively. We utilized mainly a qualitative approach for the third question. We found that HPS schools’ students made progress in math and ELA (English Language Arts) although their regular schooling completely moved to online during the 2020-2021 school year. We also found that students with higher self-efficacy, growth mindset and engagement scores had higher test scores compared to their counterparts with lower of those values. Qualitative data findings revealed that students found online learning more comfortable and convenient, however, they disliked the motivation and technical problems, and lack of social component of it.

Keywords: Covid-19; ELA; Math; NWEA; Online learning; Social emotional skills. (search for similar items in EconPapers)
Date: 2022
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Persistent link: https://EconPapers.repec.org/RePEc:epw:ejedu0:v:3:y:2022:i:5:id:30461

DOI: 10.24018/ejedu.2022.3.5.461

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