| Summary: | 碩士 === 雲林科技大學 === 資訊管理系碩士班 === 97 === The purpose of this thesis is to investigate the effects of learning styles and instructional material types upon learning performance in a Programming Language Class. The main target is to survey the issues as follows:
(1)Discuss if different types of teaching materials of programming language will cause difference of student’s academic achievement and learning satisfaction.
(2)Discuss if different learning styles of students in a programming language class will cause the difference of student’s academic achievement and learning satisfaction.
(3)Discuss if different types of teaching materials and learning styles will cause the interaction of student’s academic achievement and learning satisfaction of programming language.
This thesis also proposes some specific suggestions for teaching strategy of programming language and reference of adaptive learning design.
We take 72 students from Department of Information Management of a university in central Taiwan as samples. The tools of this research are “Java Programming Language Material”, “Felder & Silverman’s Index of Learning Styles (ILS)” , ”Academic Achievement Test”, and “Learning Satisfaction Questionnaire”. According to the scores of mid-term and learning style, we divided these students into three groups: the group that use text material, the group that use word material and the group that use multimedia material. The data collected from Academic Achievement Test and learning satisfaction questionnaire were analyzed by using descriptive statistics, one-way ANOVA and two-way ANOVA.
Based on the results of data analysis, the following conclusions were made:
1.Different teaching materials affect learner’s academic achievement significantly. The group that use multimedia material has better performance than the group that use word material and the group that use picture material. However, they do not have obvious effects on learner’s learning satisfaction.
2.Different learning styles do not affect learner’s academic achievement and learning satisfaction significantly.
3.The interaction of teaching material types and learning styles has no significant difference on academic achievement and learning satisfaction.
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