| NSF Org: |
DRL Division of Research on Learning in Formal and Informal Settings (DRL) |
| Recipient: |
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| Initial Amendment Date: | April 26, 2022 |
| Latest Amendment Date: | May 8, 2025 |
| Award Number: | 2200883 |
| Award Instrument: | Standard Grant |
| Program Manager: |
Robert Ochsendorf
rochsend@nsf.gov (703)292-2760 DRL Division of Research on Learning in Formal and Informal Settings (DRL) EDU Directorate for STEM Education |
| Start Date: | October 1, 2022 |
| End Date: | September 30, 2026 (Estimated) |
| Total Intended Award Amount: | $599,996.00 |
| Total Awarded Amount to Date: | $599,996.00 |
| Funds Obligated to Date: |
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| Recipient Sponsored Research Office: |
1400 CRYSTAL DR FL 10 ARLINGTON VA US 22202-3289 (202)403-5585 |
| Sponsor Congressional District: |
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| Primary Place of Performance: |
1400 Crystal Drive Arlington VA US 22202-3289 |
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Performance Congressional District: |
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| Unique Entity Identifier (UEI): |
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| NSF Program(s): | Discovery Research K-12 |
| Primary Program Source: |
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| Program Reference Code(s): |
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| Program Element Code(s): |
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| Award Agency Code: | 4900 |
| Fund Agency Code: | 4900 |
| Assistance Listing Number(s): | 47.076 |
ABSTRACT
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.
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