Waggle ELA and Waggle Math: Teacher Survey Study

In response to increased instructional demands and disruptions during the COVID‑19 pandemic, schools sought flexible supplemental tools that could reinforce core instruction, support diverse learners, and promote productive learning behaviors across content areas. This descriptive survey study examined teacher perceptions of the impact of Waggle ELA and Waggle Math based on responses from 17 elementary and middle school teachers in Grades 3–8 during the 2020–2021 school year in one Missouri school district. Teachers consistently reported that Waggle positively supported student engagement, independent learning, and positive learning behaviors, while also helping students benefit from personalized practice aligned to classroom instruction supporting ongoing skill development. In addition, teachers indicated that Waggle provided actionable data, differentiation support, and embedded assessments that informed instructional decision‑making. These findings provide contextual insight into how educators experienced Waggle's impact as a supportive supplemental tool in real‑world classroom settings.

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