A Study on the Relationship among Learning Paths, Learning Styles, and Learning Performance – Based on Mathematics e-Learning Web Site in Junior High Schools

• Main Authors: Hung-chen Chen, 陳虹真
• Other Authors: Huan-ming Chuang
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/59784284114162735289

碩士 === 國立雲林科技大學 === 資訊管理系碩士班 === 94 === As the applications of information technology gain more and more popularity; e-Learning has been an important tool in education. Apart from traditional instructions, e-Learning needs appropriate guidance and support to enhance learners’ learning effectiveness as well as reach instructors’ proposed teaching objectives. This study aims to investigate the impact of e-Learners’ learning paths, and their learning styles on their learning performance. Based on 281 7 graders from a junior high school in Chiayi as experimental subjects, with a learning web site designed by the researcher, this study conducts a quasi-experiment. Relevant data are collected for web site diary log and student database and analyzed by ANOVA with learning methods, learning styles, and learning paths as independent variables, learning performance as dependent variable, and experimental subjects’ pretest scores as covariate variable. The major findings can be listed as follows: (1) path-controlled learning methods performs significantly better than random one; different learning styles perform without significant different; and there is no significantly interaction between learning methods and learning styles, (2) sequential learning paths perform significantly better than free-style one; different learning styles perform without significantly different; and there is no significantly interaction between learning paths and learning styles. Based on these findings, it’s very helpful for the e-learning web site designers to provide useful guidance and support, and through the proper manipulation of e-learners’ learning paths to enhance their learning performance consequently.