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NCUEIR > College of Science > Department of Biology > Periodical Articles > Item 987654321/15618

Please use this identifier to cite or link to this item: http://ir.ncue.edu.tw/ir/handle/987654321/15618

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
Issue Date:	2013-03-12T01:48:41Z
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:	[Department of Biology] Periodical Articles

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