Data from: Classification of mathematics ability and use of online tools

Enrolment in secondary school science and mathematics subjects has been
declining for some time. This decrease is particularly evident in the
final years of secondary education and occurs in parallel with
the delivery of advanced mathematics. This decreasing trend in
science, technology, engineering and mathematics (STEM) enrolment at the
secondary level are by no means restricted to Australia, with reports from
the UK and Europe, the Middle East and Asia all echoing the same decline.
Alongside this decline in mathematics enrolment comes an increased
interest in, and reliance upon, online resources to bolster
learning. The educational challenge arising from such an
environment, while notable in the high school context, has profound
follow-on effects within the higher education sector. The data in this
submission is twofold and addresses both the decay in learning, and the
increase in tool reliance. For the former we developed a tool to classify
mathematics capacity in order to provide the educator with an easily
deployed and robust manner. For the second, we analysed responses as to
whether students (a) made use of online tools at all, and (b) did they use
tools provided by us or another offering. Further to this, we analysed
responses relating to student perception of the value of online tools.
Building on previous works around self-efficacy, and including level of
previous learning, we found three distinct groups (low, medium and high)
which reflected pre-delivery testing scores which might allow an educator
to design interventions targeting a students mathematical capacity. We
also found no difference in perceived value of the use of online tools
where students used either supplied or other programs.