This study develops a WOE-based remote learning program for underachieving students in math and tests its effects. The educational program for math word problems used in the study consisted of the autonomous learning stage, in which students studied and solved problems for themselves by consulting WOEs that were fully presented, and the compensatory learning stage, in which they solved problems by consulting WOE where completion effects were applied and had a Q&A session with their teachers. The old WOE-based educational programs focused on a presentation method and content of WOE and did not take into consideration interaction among learners, learning materials, and teachers.
Therefore, it was difficult to apply these programs to the situations of distance education where interaction was emphasized. In this study, the researcher designed a program to ensure the interactions of students with learning materials and teachers at each stage and tested its effects. Three middle school students in the seventh grade were selected for their under achievements in math and participated in the WOE-based remote learning program, which was comprised of a total of 12 intervention sessions. The students' abilities to solve math word problems were measured 18 times in total - before, during, and three weeks after the intervention. In the study, each student's implementation of interventions was used as an independent variable, and proficiency with the type of word problems and the ability of solving math word problems were used as dependent variables. The analysis results show that the three participants became proficient with the type of word problems in each session and improved their abilities to solve math word problems after the interventions. These findings demonstrate that a WOE-based remote learning program is effective for the proficiency of math word problems and ability of solving math word problems for underachieving middle school math students.