| Summary: | 碩士 === 中原大學 === 資訊管理研究所 === 106 === Due to the rapid rise and development of electronic technology and the Internet it provides the convenience of teaching and learning and enables e-tutoring method to be widely used gradually. A meta-analysis method is being used for this study to integrate the research data total of 11 journals from domestic and foreign journals and master doctoral thesis from covering Y2013 to Y2018 to analyze the effectiveness of online tutoring, and the impact of learning performance, learning attitude, learning satisfaction, learning motivation, regional and academic areas on online class.
The results of the study shows that the overall effect size of e-tutoring on all variables is 0.1260, indicating a positive correlation and a weak effect. The effect size of e-tutoring is 0.1689, which belongs to the effect of weak amount. The learning attitude effect size of the e-tutoring is -0.0.0248, which belongs to the unrelated effect. It can not be analyzed because there is only one literature discussion about learning satisfaction and learning motivation. By region, the effect size in Asia is 0.1382, that in Africa is 0.0154, and that in America is 0.1910. The effect size in these three regions are lower than 0.2, which means that this adjustment variable has a weak connection the effect of e-tutoring. In terms of subjects, the effect size of language class is 0.1471, and that of non-language class is 0.1721, indicating that this adjustment variable has a weak relationship to the supplement of e-tutoring. After the study, the meta-analysis was conducted to analyze the e-tutoring counseling results. From effect size display, the e-tutoring supplement is still effective, especially in terms of learning performance, which shows improvement over traditional teaching. From the results of the analysis, the effectiveness of e-tutoring in the Asian region will be more significant than that of American and African students. The effectiveness of the language-based e-tutoring will be more effective than the non-language class.
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