This report examines the effects of a digital learning platform and individual students' self-reported motivations on math performance among 5th through 8th graders in a large school system in Louisiana.
The report focuses on math performance as measured by 9-week grades and annual state assessments. The findings are based on data collected as part of a research-practitioner partnership funded by the Gates Foundation.
The report shows how key motivational factors, including confidence and anxiety, digital learning use, and student characteristics were related to math performance. These results help identify possible avenues for targeted interventions to improve confidence, reduce fears, and support students in their math learning.