Research Article

Impact of Online Learning and Students’ Personal Factors on Students’ NWEA Scores

Adam Sahin
Ph.D., Research Scientist, Programs Dept., Harmony Public Schools, Houston, USA.
* Corresponding author
Shirley M. Matteson
Associate Professor, Curriculum and Instruction, Texas Tech University, Lubbock, USA.
DOI icon 10.24018/ejedu.2022.3.5.461

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Submitted 2022-09-20
Published 2022-10-28

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Article Main Content

This study investigated the impact of online learning on students’ math and ELA test scores through the lens of their personal skills in addition to students’ reflections about their experience with online learning. We recruited Harmony Public Schools (HPS) 3rd–10th-grade students. We used paired t-test and multiple regression for the first and second research questions, respectively. We utilized mainly a qualitative approach for the third question. We found that HPS schools’ students made progress in math and ELA (English Language Arts) although their regular schooling completely moved to online during the 2020-2021 school year. We also found that students with higher self-efficacy, growth mindset and engagement scores had higher test scores compared to their counterparts with lower of those values. Qualitative data findings revealed that students found online learning more comfortable and convenient, however, they disliked the motivation and technical problems, and lack of social component of it.

Keywords: Covid-19, ELA, Math, NWEA, Online learning, Social emotional skills.

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