Content area
Understanding how students’ online homework behaviors relate to their academic success is increasingly important, especially in elementary education where such research is still emerging. In this study, we examined three years of online homework data from fourth-grade students enrolled in an after-school math program. Our goal was to see whether certain behaviors—like how soon students started their homework, how many times they tried to solve problems, or whether they uploaded their written work—could help explain differences in homework completion and test performance. We used multiple regression analyses and found that some habits, such as beginning homework soon after class and regularly attending lessons, were consistently linked to better homework scores across all curriculum levels. Test performance, however, was harder to predict and showed fewer consistent patterns. These findings suggest that teaching and encouraging specific online study behaviors may help support younger students’ academic growth in digital learning environments.
Details
After School Programs;
Educational Research;
Influence of Technology;
Learning Strategies;
Active Learning;
Academic Achievement;
Student Placement;
Educational Technology;
Elementary Education;
Interpersonal Relationship;
At Risk Students;
Blended Learning;
Educational Objectives;
Attendance;
Electronic Learning;
Instructional Effectiveness;
Elementary Schools;
Formative Evaluation;
Intermediate Grades;
Information Processing;
Achievement Gains;
Computer Use;
Educational Strategies;
Grade 4
Problem solving;
Collaboration;
Success;
Data mining;
Data processing;
Blended learning;
Mathematics;
Feedback;
Distance learning;
Teachers;
After school programs;
Standardized tests;
Help seeking behavior;
Academic achievement;
Instructional scaffolding;
Homework;
Variables;
Time management;
Literature reviews
; Antonyan Sona 1
; Kosogorova, Maria 1
; Mirny, Anna 1
; Brodskaia Jenya 1
; Singhal Manasi 1
; Belakurski Pavel 1
; Iyer Shreya 1
; Ni, Brandon 1 ; Shah Ranai 1
; Sharma, Milind 1 ; Ludlow, Larry 2
1 Russian School of Mathematics, Newton, MA 02459, USA; [email protected] (O.I.); [email protected] (S.A.); [email protected] (A.M.); [email protected] (J.B.); [email protected] (M.S.);
2 School of Education and Human Development, Boston College, Chestnut Hill, MA 02467, USA; [email protected]