National Changhua University of Education Institutional Repository : Item 987654321/15618
English  |  正體中文  |  简体中文  |  全文筆數/總筆數 : 6507/11669
造訪人次 : 30011947      線上人數 : 346
RC Version 3.2 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.
搜尋範圍 進階搜尋

請使用永久網址來引用或連結此文件: http://ir.ncue.edu.tw/ir/handle/987654321/15618

題名: Learning Styles and Formative Assessment Strategy: Enhancing Student Achievement in Web-based Learning
作者: Wang, K. H.;Wang, T. H.;Wang, Wei-Lung;Huang, S. C.
貢獻者: 生物學系
關鍵詞: Biology;E-learning effects;Kolb’s learning style;Middle school;WATA system;Web-based formative assessment
日期: 2006-06
上傳時間: 2013-03-12T01:48:41Z
出版者: Wiley-Blackwell
摘要: 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.
關聯: Journal of Computer Assisted Learning, 22(3): 207-217
顯示於類別:[生物學系] 期刊論文

文件中的檔案:

檔案 大小格式瀏覽次數
index.html0KbHTML662檢視/開啟


在NCUEIR中所有的資料項目都受到原著作權保護.

 

DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library IR team Copyright ©   - 回饋