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.
| Original language | English |
|---|---|
| Pages (from-to) | 207-217 |
| Number of pages | 11 |
| Journal | Journal of Computer Assisted Learning |
| Volume | 22 |
| Issue number | 3 |
| DOIs | |
| Publication status | Published - 2006 Jun 1 |
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All Science Journal Classification (ASJC) codes
- Education
- Computer Science Applications
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Learning styles and formative assessment strategy : Enhancing student achievement in Web-based learning. / Wang, K. H.; Wang, T. H.; Wang, W. L.; Huang, S. C.
In: Journal of Computer Assisted Learning, Vol. 22, No. 3, 01.06.2006, p. 207-217.Research output: Contribution to journal › Review article
TY - JOUR
T1 - Learning styles and formative assessment strategy
T2 - Enhancing student achievement in Web-based learning
AU - Wang, K. H.
AU - Wang, T. H.
AU - Wang, W. L.
AU - Huang, S. C.
PY - 2006/6/1
Y1 - 2006/6/1
N2 - 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.
AB - 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.
UR - http://www.scopus.com/inward/record.url?scp=33745317860&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=33745317860&partnerID=8YFLogxK
U2 - 10.1111/j.1365-2729.2006.00166.x
DO - 10.1111/j.1365-2729.2006.00166.x
M3 - Review article
AN - SCOPUS:33745317860
VL - 22
SP - 207
EP - 217
JO - Journal of Computer Assisted Learning
JF - Journal of Computer Assisted Learning
SN - 0266-4909
IS - 3
ER -