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Understanding Fourth-Grade Student Achievement Using Process Data from Student’s Web-Based/Online Math Homework Exercises

Guardado en:
Publicado en:Education Sciences vol. 15, no. 6 (2025), p. 753-771
Autor principal: Ilina Oksana
Otros Autores: Antonyan Sona, Kosogorova, Maria, Mirny, Anna, Brodskaia Jenya, Singhal Manasi, Belakurski Pavel, Iyer Shreya, Ni, Brandon, Shah Ranai, Sharma, Milind, Ludlow, Larry
Publicado:
MDPI AG
Materias:
Student behavior
Problem solving
Collaboration
Success
Data mining
Data processing
Blended learning
Mathematics
Feedback
Distance learning
Teachers
After school programs
Standardized tests
Help seeking behavior
Academic achievement
Instructional scaffolding
Homework
Variables
Time management
Literature reviews
Educational Research
Influence of Technology
Learning Strategies
Active Learning
Student Placement
Educational Technology
Elementary Education
Interpersonal Relationship
At Risk Students
Educational Objectives
Attendance
Electronic Learning
Instructional Effectiveness
Elementary Schools
Formative Evaluation
Intermediate Grades
Information Processing
Achievement Gains
Computer Use
Educational Strategies
Grade 4
Acceso en línea:Citation/Abstract
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Resumen:Understanding how students’ online homework behaviors relate to their academic success is increasingly important, especially in elementary education where such research is still emerging. In this study, we examined three years of online homework data from fourth-grade students enrolled in an after-school math program. Our goal was to see whether certain behaviors—like how soon students started their homework, how many times they tried to solve problems, or whether they uploaded their written work—could help explain differences in homework completion and test performance. We used multiple regression analyses and found that some habits, such as beginning homework soon after class and regularly attending lessons, were consistently linked to better homework scores across all curriculum levels. Test performance, however, was harder to predict and showed fewer consistent patterns. These findings suggest that teaching and encouraging specific online study behaviors may help support younger students’ academic growth in digital learning environments.
ISSN:2227-7102
2076-3344
DOI:10.3390/educsci15060753
Fuente:Education Database