Understanding the Relationships Between Student Use of a Virtual Learning Environment for Algebra and Achievement on a High-Stakes Test (Poster 48)

• In Event: Sunday Poster Session 3:05 pm
  In Poster Session: Technology Innovations for Learning

Abstract

There has been a proliferation of virtual learning environments (VLE) available to students for both in-class and at-home use. The objective of the current student was to understand the relationships between student self-regulated learning (SRL) with a VLE across a year and achievement on a high-stakes test. Using data from an Algebra VLE, the study used random forests and latent growth models to understand the relationships between student actions in the VLE and achievement in a high-stakes Algebra 1 test. The results show that student actions related to practice problems were the most important predictors of high scores on the assessment. Activities related to viewing videos and participating in a discussion forum were also related to Algebra 1 scores.

Authors

• Amber Danielle Hatch, University of Florida

• Walter L. Leite, University of Florida

• Jordan C. Sutherland, University of Florida

• Cathy Cavanaugh, University of Florida

• Zandra de Araujo, University of Florida