Effects of Taiwan Adaptive Learning Platform Engagement and Self-Regulated Learning on Mathematics Achievement among Low-Achieving Elementary Students

Abstract

Adaptive learning technologies are increasingly used to support personalized learning; however, evidence regarding their effectiveness for low-achieving students in remedial education contexts and the underlying self-regulated learning (SRL) mechanisms remains limited. Drawing on SRL theory, this study examined whether SRL mediates the relationship between engagement with a Taiwan adaptive learning platform (TALP) and mathematics achievement among low-achieving upper elementary students. Participants were 1,805 Grade 5 and Grade 6 students in Taiwan who received after-school remedial mathematics instruction supported by the TALP. Platform engagement was derived from system usage records, SRL was measured using a validated questionnaire, and mathematics achievement was assessed using a growth-based computerized test. Results indicated that platform engagement was positively associated with both SRL and mathematics achievement, and SRL was positively associated with mathematics achievement. A significant indirect effect through SRL indicated a partial mediation pattern. These findings highlight SRL as an important mechanism linking Taiwan adaptive learning platform engagement to learning outcomes in remedial education contexts.