A Systematic Review and Meta-Analysis on the Effectiveness of Remote Education in Math and Science

在过去的几十年里，支持数学和科学学习的基于网络和数字工具已经成为一种主要趋势。截至2013年，所有50个州和哥伦比亚特区都为K-12学生提供在线学习体验，从传统面对面教学的补充课程到全日制在线学校。由于在2019冠状病毒病大流行期间对远程教学的依赖日益增加，了解远程学习的前景和局限性目前是一项紧迫的研究方向。大流行病和学校教育的持续中断与学习方面的重大挫折有关。对2020年3月至2021年3月期间的学业进展进行的研究显示，学生明显缺乏进步，与阅读相关的数学和科学方面尤其明显。此外，在数学和科学方面已经存在成绩差距的群体中，如有色人种学生、农村学生和有资格享受免费或减价午餐的学生，进步最为严重。这项全面的系统回顾和荟萃分析综合了过去15年来围绕数学和科学远程教育项目的证据。目标是了解数学和科学远程教育项目的有效性；它们的有效性如何随课程特点而变化（例如，完全在线还是混合式，同步还是异步，以及学生与教师的比例）；以及它们的效果是否因学生样本特征而异。为了优先考虑未来的研究需求，研究人员将创建证据缺口图，以阐明现有证据基础中的模式，并确定缺乏证据的领域。这一分析将建立基础知识，并告知教育工作者在数学和科学远程教育中哪些项目和策略是最有效的。此外，审查将提供有针对性的指导，以确定哪些项目和策略最适合弱势学生群体。探索研究K-12项目（DRK-12）旨在通过研究和开发创新资源、模型和工具（rmt），显著提高pre -12学生和教师对科学、技术、工程和数学（STEM）的学习和教学。DRK-12计划中的项目建立在STEM教育的基础研究和先前的研究和开发工作的基础上，为拟议的项目提供了理论和实证依据。该奖项反映了美国国家科学基金会的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。

Web-based and digital tools to support math and science learning have emerged as a major trend over the past several decades. As of 2013, all 50 states and the District of Columbia offer online learning experiences to K–12 students, ranging from supplemental courses that accompany traditional in-person instruction to full-time online schools. Understanding the promise and limitations of remote learning is an urgent line of research now because of increased reliance on remote instruction during the COVID-19 pandemic. The pandemic and continued disruptions to schooling have been associated with substantial setbacks in learning. Studies examining academic progress between March 2020 and March 2021 reported significant lack of progress, which was particularly pronounced in math and science relative to reading. Furthermore, lack of progress was greatest among subgroups that already experience achievement disparities in math and science, such as students of color, rural students, and those eligible for free or reduced-price lunch.This comprehensive systematic review and meta-analysis synthesizes evidence surrounding math and science remote education programs from the past 15 years. The goal is to understand the effectiveness of math and science remote education programs; how their effectiveness varies by program characteristics (e.g., fully online vs. hybrid, synchronous vs. asynchronous, and student-instructor ratio); and whether their effects vary with student sample characteristics. To prioritize future research needs, the researchers will create evidence gap maps to illuminate patterns in the existing evidence base and identify areas in which evidence is lacking. This analysis will build foundational knowledge and inform educators about which programs and strategies in math and science remote education have been most effective. In addition, the review will provide targeted guidance on which programs and strategies have been most appropriate for vulnerable groups of students.The Discovery Research K-12 program (DRK-12) seeks to significantly enhance the learning and teaching of science, technology, engineering and mathematics (STEM) by preK-12 students and teachers, through research and development of innovative resources, models and tools (RMTs). Projects in the DRK-12 program build on fundamental research in STEM education and prior research and development efforts that provide theoretical and empirical justification for proposed projects.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.