| Summary: | 碩士 === 國立彰化師範大學 === 工業教育與技術學系 === 97 === This study explored the learning effectiveness of two different web-based formative assessment strategies on the vocational high school students’ achievement and aimed to understand the students’ problem and the research limitations on their learning achievement in an e-Learning environment of Computer Science course. A questionnaire of WFASS was also carried out to obtain the students’ feeling after their finished the web-based formative assessment (FAM-WATA).
Quasi-Experimental Design was employed and 85 participants from two first grade senior high classes of Public Vocational High School Students in central Taiwan participated in the study. These students’ classes are randomly assigned into two groups, Group “FAM-WATA” (43 participants) and Group “N-WATA” (43 participants), to learn the topic “Computer Science”. Two group of students participated in this study for eight weeks. This research adopted mainly quantity data and supported with quality data. The quantity data included the scores of SAM-WATA and questionnaire of WFASS, and the quality data included the students’ interview.
The results showed that there were significant differences on the cognitive achievement of two different participant groups. There was significant difference on the treatment of different web-based formative assessment strategies. The learning effectiveness of FAM-WATA is better than N-WATA .According to the questionnaire of WFASS, it showed that learners had positive attitude toward the e-learning course. According to the interview, the researcher found most of the students accepted the e-Learning environment of Computer Science course. Participants lacked of learning independence and learning motivation, and were also perplexed by the teaching material English in e-Learning environment. The researcher also found that WATA system can not proper to express the symbol and to perform Computer Science class.
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