Technology-Based Support Shows Promising Long-Term Impact on Math Learning: Initial Results From a Randomized Controlled Trial in Middle Schools
As a promising tool for improving math education and closing the achievement gap, the use of educational technology has dramatically expanded in K–12 education in recent years, accelerated by the COVID-19 pandemic.
ASSISTments was one of the few digital learning programs recommended for use in response to the COVID-19 pandemic (Sahni et al., 2021). Developed by researchers at Worcester Polytechnic Institute, ASSISTments is a free online formative assessment platform that applies innovative technology in education.
This study measured the possible long-term impact of ASSISTments on student learning. Findings from the study can help schools, districts, and states make informed decisions regarding resource allocation and adoption of technology-based programs, as well as the specific skills and knowledge that educators need to integrate technology into their schools effectively—potentially leading to improved student performance while saving time and money in the long run. By prioritizing evidence-based practices, schools and districts can track the impact of the technologies they adopt and hold themselves accountable for meeting their goals.
- ASSISTments had a significant positive impact on student learning in the long term.
- ASSISTments helped close opportunity gaps.
- ASSISTments benefited more those students whose schools had a higher percentage of students from economically disadvantaged backgrounds or a lower percentage of White students.
Subscribe to the E-Bulletin and receive regular updates on research, free resources, solutions, and job postings from WestEd.
Your download will be available after you subscribe, or choose no thanks.