| Summary: | 碩士 === 國立彰化師範大學 === 科學教育研究所 === 96 === Abstract
The purpose of the research was to assess effects of blending web-based assessment and instruction with hands-on activity on low achievement students’ learning and motivation. The web-based assessment was development by Wang et.al. (2004). The study implemented two years. In the first year, the researcher examined effectiveness of a web-based instruction and assessment on low achievement students’ learning. One of her three science classes was assigned as an experimental group (about 21 students) and the other two classes (28 students) as a control group. The experimental group was given web-based assessment and instruction; meanwhile, the control group received traditional lecture teaching and assessment. In the second year, the researcher added hands-on activity with web-based instruction and assessment to enhance students’ motivation. The subjects were low achievement students too. Data collections include both quantitative data and qualitative data. The quantative data consist of “KOLB Learning Style inventory”, “Questionnaire for the WATA Summary Assessment” and “Questionnaire of Learning Motivation on Science”. The qualitative data includes interviews with students, teaching journals, and students’ learning journals. The analysis of quantitative data use descriptive statistics, t-test, and ANCOVA analysis. The qualitative data is coded and compared.
The results of the research are:
1. The web-based assessment and instruction can significantly increase science achievements of low achievement students but no significant improvement of motivation is reported.
3. The blending web-based assessment and instruction with hands-on activity can improve low achievement students’ achievement and learning motivation as well.
4. Students’ learning style is one factor that can determine low achievement students’ learning effectiveness of web-based learning.
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