| Summary: | 碩士 === 國立嘉義大學 === 科學教育研究所 === 94 === The purpose of this study was to explore the effect of learning styles and achievement at 141 fifth-grade pupils’ portfolio assessment. The main findings of this study were summarized as following:
1. Pupils’ learning styles and academic achievement have significant interaction on the performance of portfolio assessment.
2. After simple main effect contrasts and Scheffé contrasts, we found:
Activist: High achievers were superior to middle and low achievers;
Reflector and theorist: High achievers were superior to middle and low achievers; middle achievers were superior to low achievers;
Pragmatist: High and middle achievers were superior to low achievers;
High and middle achievers: There was no significant difference among all learning styles;
Low achievers: Activist was superior to reflector and theorist, pragmatist was superior to reflector.
3. Pupils’ task outcome of “reflection essays” and “inquiry handbook” have significantly predictive ability on the performance of portfolio assessment.
4. The scores from reflection essays, inquiry handbook, experiment design and VCR instruction could discriminate pupils’ academic achievement groups 90.2% correctly in science.
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