Examining course use and academic achievement through learning analytics

• In Event: Poster session 2

Proposal

The purpose of my project is see how the courses are used across schools in Mizzou K-12 and examine the correlation between course use and academic achievement. The goal is to present if using the courses built in Mizzou K-12 significantly contributes to students’ academic achievement and see if the schools really use the courses. Three questions asked in the research are: (1) Is there any significance difference in the course use across schools, courses, and classes?, (2) Is there any correlation between course use and academic achievement across school, courses, and classes?, (3) is there any difference in the course use across schools, courses, and classes in terms of asset category?The audience of the analytics are school administrators, teachers of Mizzou K-12, and Mizzou-K12 instructional designers. The results let them know if the courses developed in the platform improve students’ academic achievement to promote its use or examine why the courses do not work as intended and which activities are often used and have the potential to benefit student’s academic achievements. These analytics, therefore, are teacher-facing. The findings from the research question provides visualizations to demonstrate students’ use of the courses, and how the frequency of use can impact their academic performance. The results show that The number of students among schools, courses, and classes affect the number of views. Students tend to view learning activities and materials more if there are more fellow students in the course; more views seem to result in higher scores; Views per each category considerably differ ranging from 1 view to 300 views; Students tend to view required categories more than the optional ones; Freshmen seem to care more about grades than juniors and somorphones. They view grades more than the other classes.

Author

• Minh T. Pham, University of Missouri