Teachers link low motivation and buy-in to middle-school developmental constraints, peer norms, and prior negative experiences with math or i-Ready¶

Claim · All claims
Evidence · 1 study · qualitative r3 · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person · recheck by 2031: baselines and conditions change

Subclaims¶

q2 i? Teachers described students who disengage without visible frustration and attributed motivation problems to developmental, peer, and prior-experience factors. → 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

Motivation and buy-in theme from the workshop's thematic analysis. Teachers reported overt and covert disengagement, including students who "comply without effort, or disengage without visible frustration," and attributed motivation to developmental constraints, peer norms, and prior negative experiences.

"Teachers described students who “do not care,” comply without effort, or disengage without visible frustration. They linked mo- tivation to middle-school developmental constraints, peer norms, and prior neg- ative experiences with math or i-Ready."

Discussion¶

Related Claims¶

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