Learning Analytics Integration in Secondary Mathematics Education: A Systematic Review of Issues, Solutions, and Remaining Challenges

Abstract

This paper presented a systematic review of empirical studies on the integration of learning analytics in secondary mathematics education. The review examined peer-reviewed literature published from 2020 to 2024 to identify the issues and challenges associated with learning analytics implementation, the solutions that have been proposed in the literature, and the factors contributing to the remaining unresolved challenges. A total of 1,248 articles were initially identified across six academic databases, of which 32 met the inclusion criteria and were analyzed in depth. Findings revealed several recurring challenges, including limited teacher data literacy, inconsistent learner-generated data, multilingual and EFL-related constraints, fragmented digital systems, the absence of institutional policies, ethical and privacy concerns, dashboard usability issues, and insufficient professional development. The review also highlighted solutions such as teacher capacitybuilding initiatives, interoperable system design, clearer institutional frameworks, and improved dashboard features. Despite these advancements, persistent issues remained, particularly those related to ethical data governance and institutional readiness. These findings underscore the need for sustained professional development, stronger policy support, and improved technological infrastructure to ensure that learning analytics can be effectively integrated into mathematics instruction, especially in multilingual contexts such as Filipino mathematics teachers working in Thai public high schools.