Guiding analytics for learners can improve mathematics achievement, retention, learning strategies, and reduce math anxiety¶
Claim · All claims
Evidence · 1 study (3 entries) · reviewr2–r3·q2
Currency · newest study 2024 · checked against its sources 2026-10-16 (automated, 3 of 3 entries) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Students receiving analytics with appropriate guidance and feedback exhibited significantly better learning achievements and retention, whereas appropriate feedback alone does not necessarily improve learning. → Rebecka Rundquist 2024
q2 i? With teacher support, guiding analytics had a significant effect on mathematics achievement, learning attitude, and learning strategies. → Rebecka Rundquist 2024 (2)
q2 i? Guiding analytics usage can lower math anxiety and prevent misuse by random guessing. → Rebecka Rundquist 2024 (3)
Evidence¶
Rebecka Rundquist 2024¶
Rebecka Rundquist, Kristina Holmberg, John Rack, Zeynab Mohseni and Italo Masiello. (2024). Use of Learning Analytics in K–12 Mathematics Education: Systematic Scoping Review of the Impact on Teaching and Learning. Journal of Learning Analytics 11(3). https://doi.org/10.18608/jla.2024.8299
q2 · i? · review · r3
The review reports, from Yang and Chen (2023), that analytics combining guidance with feedback produced "significan tly better learning achievements and retention", whereas "Appropriate feedback" alone did not necessarily lead to improved learning.
"“Appropriate feedback” does not necessarily lead to improved learning (Yang & Lu, 2021), but when the student receives analytics that include “appropriate guidance and feedback” they exhibit significan tly better learning achievements and retention (Yang & Chen, 202 3)."
Rebecka Rundquist 2024 (2)¶
Rebecka Rundquist, Kristina Holmberg, John Rack, Zeynab Mohseni and Italo Masiello. (2024). Use of Learning Analytics in K–12 Mathematics Education: Systematic Scoping Review of the Impact on Teaching and Learning. Journal of Learning Analytics 11(3). https://doi.org/10.18608/jla.2024.8299
q2 · i? · review · r2
The review reports Wang et al. (2022) findings on improvement plans diagnosing cognitive, metacognitive, and resource-management aspects of learning strategies, with teacher support for implementation.
"When teachers support the use of guiding analytics, it can have a significant effect on student mathematics achievements and learning attitude, and significantly improve targeted learning strategies and an overall mathematics learning strategy (Wang et al., 2022)."
Rebecka Rundquist 2024 (3)¶
Rebecka Rundquist, Kristina Holmberg, John Rack, Zeynab Mohseni and Italo Masiello. (2024). Use of Learning Analytics in K–12 Mathematics Education: Systematic Scoping Review of the Impact on Teaching and Learning. Journal of Learning Analytics 11(3). https://doi.org/10.18608/jla.2024.8299
q2 · i? · review · r2
The review synthesises behavioural outcomes across three guiding-analytics studies: lowered math anxiety, prevention of random-guessing misuse, and learning-strategy development.
"Usage of guiding analytics can lower math anxiety (Yang & Lu, 2021), prevent student misuse of DLS by random guessing (Yang & Chen, 202 3; Yang & Lu, 2021) and help student development of learning strategies (Wang et al., 2022; Yang & Chen, 202 3), thereby having a positive impact on student learning behaviour."
Discussion¶
Learner Variables¶
- Affect Regulation — outcome: instruction changes it
- Academic Anxiety — outcome: instruction changes it
Related Claims¶
- Formative-assessment-based LA shows positive effects on achievement, motivation, and understanding, with personalized feedback reading time mattering — related
- A DLS with multiple scaffolds improved achievement and SRL attitudes, with high-achieving students beating traditional teaching but not flipped classroom — related
- Feedback Enhances Retrieval Practice — related
- Self-regulated learning improves achievement — related
- Math anxiety has a small-to-moderate negative correlation with math achievement (r = −.28) in a meta-analysis of correlations from 223 studies — related
- LA usage in K–12 mathematics has a generally positive effect on student learning, with high-performing students benefiting most — related
- Teacher use of LA for DBDM makes DLS use more effective for learning, and teacher support increases student usage — related
- Poorly designed or misused assessment practices can harm students through increased anxiety, lost learning time, and deficit-based messages — related
- SRL training programmes improve SRL strategies, motivation, academic achievement and reduce anxiety across age groups — related
- An LLM-based Q&A practice system reduced presentation anxiety and improved perceived preparedness among first-time conference participants — related
- LA-enhanced feedback practices are associated with improved student academic performance, the most frequently reported pedagogical objective (37% of studies) — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
guiding-analytics-improves-achievement-and-strategies |
title |
Guiding analytics for learners can improve mathematics achievement, retention, learning strategies, and reduce math anxiety |
description |
Guiding analytics for learners can improve mathematics achievement, retention, learning strategies, and reduce math anxiety |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2024 |
source_checked |
2026-10-16 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
3 — rebecka-rundquist-2024, rebecka-rundquist-2024-2, rebecka-rundquist-2024-3 |
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