Table 5.
Participants’ reported use of HyperDocs broken down by school poverty level (n = 242).
| Survey Item: If your work is in K-12 settings, please estimate the percentage of students from your school who are eligible for Free or Reduced Lunch. (This is a common proxy for school poverty levels). | ||||||
|---|---|---|---|---|---|---|
| Total | 0–25% (lower poverty) | 26–50% | 51–75% | 76–100% (higher poverty) | ||
| Survey Item: How do you use HyperDocs with your students? (check all that apply) | To lead into a lesson or unit (e.g., to spark interest) | 70% | 74% | 75% | 68% | 62% |
| For students to explore the topic individually | 89% | 93% | 88% | 92% | 83% | |
| For students to collaborate and explore the topic in groups | 76% | 78% | 75% | 70% | 79% | |
| For homework | 12% | 14% | 14% | 10% | 12% | |
| For enrichment (e.g., students who finish an exam or activity early) | 38% | 40% | 42% | 30% | 40% | |
| For formative assessment of student learning | 46% | 44% | 41% | 52% | 46% | |
| For summative assessment of student learning | 22% | 25% | 15% | 20% | 27% | |
| To flip the classroom | 51% | 54% | 54% | 50% | 42% | |
| To provide opportunities for student creativity | 72% | 70% | 71% | 72% | 75% | |