Teachers identify attendance, unreliable devices, prior academic gaps, and COVID-related disruption as compounding contextual barriers to persistence¶

Claim · All claims
Evidence · 1 study · qualitative r3 · q2
Currency · newest study 2026 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person · recheck by 2031: baselines and conditions change

Subclaims¶

q2 i? External constraints such as attendance and device access appeared as compounding barriers beyond the platform itself. → Conrad Borchers 2026

Evidence¶

Conrad Borchers 2026¶

Conrad Borchers. (2026). Framing the 5% Problem: Teachers’ Perspectives on Persistence in Educational Technology. https://arxiv.org/abs/2606.22294 doi:10.48550/arxiv.2606.22294

q2 · i? · qualitative · r3

Contextual and structural barriers theme from the workshop. References to attendance, device access, and other external factors were grouped as contextual barriers; the article notes "Attendance, unreliable devices, prior academic gaps, and COVID-related disruption appeared as compounding external constraints."

"Attendance, unreliable devices, prior academic gaps, and COVID-related disruption appeared as compounding external constraints."

Discussion¶

Learner Variables¶

• Access — predictor: learners who differ on it differ in outcomes

Related Claims¶

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