Teacher Use of Computer Generated Feedback Through Online Programs

Since the COVID-19 pandemic, the use of computer-based supplemental programs has grown in popularity (Li & Zhao, 2022). These programs provide both teachers and students with varying amounts of feedback and data for each standard addressed (Shin et al., 2021). However, since many schools implemented these programs during the pandemic there was a lack of training or professional development, therefore teachers relied on learn-as-you-go methods. The goal of this research was to determine how teachers in Florida were currently using computer-generated feedback to drive their instruction and improve overall student achievement. The study concentrated on secondary mathematics teachers who utilize online supplemental programs in their daily classrooms. Throughout a four-week period of time, 116 secondary mathematics teachers voluntarily completed an electronic survey consisting of open-response questions, multiple-choice questions and Likert scale questions. Results from this research demonstrated a great need for professional development on how to use computer-generated feedback in the mathematics classroom in order to drive instruction and improve student achievement. It’s suggested that further research be conducted on teachers’ expectations of student use of computer-generated feedback, along with additional research that is program specific.