Learning Environment and Online Assignment Behaviors as Predictors of the Academic Performance of Low Socioeconomic Status (SES) Junior High Students

Autor/inn/en	Naceanceno, Kendall D.; Akpanudo, Usenime M.
Titel	Learning Environment and Online Assignment Behaviors as Predictors of the Academic Performance of Low Socioeconomic Status (SES) Junior High Students
Quelle	In: International Journal of Technology in Education and Science, 7 (2023) 2, S.253-273 (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Naceanceno, Kendall D.) ORCID (Akpanudo, Usenime M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Educational Environment; Electronic Learning; Distance Education; Educational Technology; Academic Achievement; Socioeconomic Status; Junior High School Students; COVID-19; Pandemics; Urban Schools; Grade 7; Grade 8; Grade 9; Science Education; Mathematics Education; Language Arts; Arkansas + Suchen Sie Ihr Suchwort? Lernumgebung; Pädagogische Umwelt; Schulumwelt; Distance study; Distance learning; Fernunterricht; Unterrichtsmedien; Schulleistung; Socio-economic status; Sozioökonomischer Status; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Naturwissenschaftliche Bildung; Mathematische Bildung; Sprachkultur
Abstract	The COVID-19 pandemic profoundly impacted the methods of instruction for K12 and higher education institutions around the world. Schools and families were challenged to adapt to online-based modes of instruction with minimal preparation. This study examined the importance of the learning environment and commitment to assignments as predictors of the academic performance of junior high students during the COVID-19 pandemic. We obtained data from 328 seventh through ninth grade students enrolled in an urban school district in the Delta region of Arkansas. Students used the same online learning platform, Lincoln Learning Solutions, receiving instruction in virtual, mixed, or on-site learning environments. We examined the total time spent in each course, overall assignment completion, and average grades for science, mathematics, and ELA. Our results show that when we considered only the learning environment, students in the on-site environment consistently outperformed their peers in the virtual learning environment across all subjects and grade levels, except for mathematics at the eighth-grade level. However, when we also considered students' online assignment behaviors (time spent working on assignments, and number of assignments completed), there was a significant improvement in the prediction of academic performance for mathematics in the seventh and ninth grade, for science at the eighth-grade level, and for ELA at the ninth-grade level. (As Provided).
Anmerkungen	International Society for Technology, Education, and Science. e-mail: ijtesoffice@gmail.com; Web site: http://www.ijtes.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01