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Please use this identifier to cite or link to this item:
http://ir.ncue.edu.tw/ir/handle/987654321/15618
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| Title: | Learning Styles and Formative Assessment Strategy: Enhancing Student Achievement in Web-based Learning |
| Authors: | Wang, K. H.;Wang, T. H.;Wang, Wei-Lung;Huang, S. C. |
| Contributors: | 生物學系 |
| Keywords: | Biology;E-learning effects;Kolb’s learning style;Middle school;WATA system;Web-based formative assessment |
| Date: | 2006-06
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| Issue Date: | 2013-03-12T01:48:41Z
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| Publisher: | Wiley-Blackwell |
| Abstract: | The purpose of this research was to investigate the effects of formative assessment and learning style on student achievement in a Web-based learning environment. A quasi-experimental research design was used. Participants were 455 seventh grade students from 12 classes of six junior high schools. A Web-based course, named BioCAL, combining three different formative assessment strategies was developed. The formative assessment strategies included Formative Assessment Module of the Web-Based Assessment and Test Analysis system (FAM-WATA) (with six Web-based formative assessment strategies), Normal Module of Web-Based Assessment and Test Analysis system (N-WATA) (only with partial Web-based formative assessment strategy) and Paper and Pencil Test (PPT) (without Web-based formative assessment strategy). Subjects were tested using Kolb's Learning Style Inventory, and assigned randomly by class into three groups. Each group took Web-based courses using one of the formative assessment strategies. Pre- and post-achievement testing was carried out. A one-way ANCOVA analysis showed that both learning style and formative assessment strategy are significant factors affecting student achievement in a Web-based learning environment. However, there is no interaction between these two factors. A "post hoc" comparison showed that performances of the FAM-WATA group are higher than the N-WATA and PPT groups. Learners with a "Diverger" learning style performed best followed by, "Assimilator", "Accommodator", and "Converger", respectively. Finally, FAM-WATA group students are satisfied with six strategies of the FAM-WATA. |
| Relation: | Journal of Computer Assisted Learning, 22(3): 207-217 |
| Appears in Collections: | [生物學系] 期刊論文
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