Performance task platform modality (technology-enhanced, technology-enabled, or paper-and-pencil) showed no detected relationship with grade 6-8 students' self-reported cognitive engagement in mathematics¶
Claim · All claims
Evidence · 1 study · causalr2·q2
Currency · newest study 2017 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · 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? A between-subjects analysis of variance did not suggest a relationship between performance task platform (modality type) and student cognitive engagement; a non-significant result, not evidence that the platforms are equivalent. → Meg Guerreiro 2017
Evidence¶
Meg Guerreiro 2017¶
Meg Guerreiro. (2017). The impact of a technology-enhanced math performance task on student cognitive engagement in mathematics. NWEA Research white paper. https://www.nwea.org/research/publication/the-impact-of-a-technology-enhanced-math-performance-task-on-student-cognitive-engagement-in-mathematics/
q2 · i? · causal · r2
Counterbalanced quasi-experimental study comparing three performance task platforms with students in grades 6-8 in Oregon, Washington, and North Carolina (N = 450). The article states the between-subjects ANOVA "did not suggest a relationship between performance task platform (modality type) and student cognitive engagement." No effect size is printed, and the report describes no equivalence test, so this does not show the platforms are equivalent.
"Results from the between subjects analysis of variance and did not suggest a relationship between performance task platform (modality type) and student cognitive engagement."
Discussion¶
Related Claims¶
- Students appreciated specific features of paper-and-pencil tasks, namely the ability to navigate between items and to take notes — related
- Students preferred taking tests with technology and showed favorability toward the technology-enhanced performance task, citing interactivity and animations that help visualize and work through problems — related
- Prior cross-sectional between-group research on the platform found a positive usage–test-score relationship but could not rule out unobserved confounding — related
- Teachers reported increased student engagement when using Forms instead of paper-based assessments and surveys — reports the opposite
- Behavioural engagement indicators such as platform interaction and task completion do not by themselves establish cognitive engagement with mathematical ideas — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
platform-modality-no-relationship-cognitive-engagement |
title |
Performance task platform modality (technology-enhanced, technology-enabled, or paper-and-pencil) showed no detected relationship with grade 6-8 students' self-reported cognitive engagement in mathematics |
description |
Performance task platform modality (technology-enhanced, technology-enabled, or paper-and-pencil) showed no detected relationship with grade 6-8 students' self-reported cognitive engagement in mathematics |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2017 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — meg-guerreiro-2017 |
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