Teacher use of LA for DBDM makes DLS use more effective for learning, and teacher support increases student usage¶

Claim · All claims
Evidence · 1 study (3 entries) · review r3 · q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Using a DLS is more effective for learning if teachers use LA for data-based decision-making. → Rebecka Rundquist 2024 q2 i? When DLS usage was supported by the teacher, students used the DLS 67% more times and 300% longer. → Rebecka Rundquist 2024 (2) q2 i? In a classroom implementation with a comparison group, there was no difference between control and experimental groups; equivalence was not tested. → 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 the included study by Faber et al. (2017), that DLS use is more effective for learning when teachers use LA for DBDM.

"Faber et al. (2017) found that using a DLS is more effective for learning if teachers use LA for DBDM."

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 · r3

The review reports Kalloo and Mohan's comparison of teacher-supported versus unsupported DLS use: with teacher support, students used the DLS "67% more times and 300% longer"; study 2 also showed 95% of students improving with an average increase of 10.2%.

"When usage was supported by the teacher, students used the DLS 67% more times and 300% longer (Kalloo & Mohan, 2011a)."

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 · r3

The review reports Kalloo and Mohan's third study, where an 18-student experimental algebra group was compared with 54 non-using students taught by the same teacher; no group difference was found, though passers used the DLS more.

"There was no difference between the control and experimental group, but evidence suggests that the students who passed the post-test (10/18) used the DLS 22% more and 63% longer than students who failed."

Discussion¶

Related Claims¶

• LA usage in K–12 mathematics has a generally positive effect on student learning, with high-performing students benefiting most — related
• Formative-assessment-based LA shows positive effects on achievement, motivation, and understanding, with personalized feedback reading time mattering — related
• Guiding analytics for learners can improve mathematics achievement, retention, learning strategies, and reduce math anxiety — related
• A DLS with multiple scaffolds improved achievement and SRL attitudes, with high-achieving students beating traditional teaching but not flipped classroom — related