Exploring the use and impact of online digital resources in a mathematics module

Violeta Morari 1 * , Catherine Palmer 1, Clodagh Carroll 1, Declan Manning 1, Shane O’Rourke 1
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1 Department of Mathematics, Munster Technological University, Cork, IRELAND
* Corresponding Author
EUR J SCI MATH ED, Volume 12, Issue 3, pp. 335-355. https://doi.org/10.30935/scimath/14605
Published Online: 10 May 2024, Published: 01 July 2024
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ABSTRACT

This study examines the relationship between student engagement with digital resources and final module grade in a particular mathematics module delivered online in an Irish technological university. Measures of student engagement with the module are defined and calculated using data from virtual learning environment. These measures are analyzed to provide a description of students’ online study habits. We make an initial distinction between resources provided by the lecturer that are lecture-based or exam-focused. We further categorize student engagement with these resources as active or passive and consider these measures of student engagement in an online context. With these categories and measures in mind, we then examine the correlation between student engagement and final module grade using a multivariable linear regression model.
Keywords: active student engagement, passive student engagement, mathematics module, digital resources, linear model, student performance

CITATION

Morari, V., Palmer, C., Carroll, C., Manning, D., & O’Rourke, S. (2024). Exploring the use and impact of online digital resources in a mathematics module. European Journal of Science and Mathematics Education, 12(3), 335-355. https://doi.org/10.30935/scimath/14605

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