Learning styles and formative assessment strategy: enhancing student achievement in Web-based learning

Resource type
Journal Article
Authors/contributors
Title
Learning styles and formative assessment strategy: enhancing student achievement in Web-based learning
Abstract
The purpose of this research was to investigate the effects of formative assessment and learning style on student achievement in a Web-based learning environment. A quasi-experimental research design was used. Participants were 455 seventh grade students from 12 classes of six junior high schools. A Web-based course, named BioCAL, combining three different formative assessment strategies was developed. The formative assessment strategies included Formative Assessment Module of the Web-Based Assessment and Test Analysis system (FAM-WATA) (with six Web-based formative assessment strategies), Normal Module of Web-Based Assessment and Test Analysis system (N-WATA) (only with partial Web-based formative assessment strategy) and Paper and Pencil Test (PPT) (without Web-based formative assessment strategy). Subjects were tested using Kolb's Learning Style Inventory, and assigned randomly by class into three groups. Each group took Web-based courses using one of the formative assessment strategies. Pre- and post-achievement testing was carried out. A one-way ANCOVA analysis showed that both learning style and formative assessment strategy are significant factors affecting student achievement in a Web-based learning environment. However, there is no interaction between these two factors. A post hoc comparison showed that performances of the FAM-WATA group are higher than the N-WATA and PPT groups. Learners with a ‘Diverger’ learning style performed best followed by, ‘Assimilator’, ‘Accommodator’, and ‘Converger’, respectively. Finally, FAM-WATA group students are satisfied with six strategies of the FAM-WATA.
Publication
Journal of Computer Assisted Learning
Volume
22
Issue
3
Pages
207-217
Date
2006
Language
en
ISSN
1365-2729
Short Title
Learning styles and formative assessment strategy
Accessed
20/07/2020, 17:23
Library Catalog
Wiley Online Library
Citation
Wang, K. H., Wang, T. H., Wang, W. L., & Huang, S. C. (2006). Learning styles and formative assessment strategy: enhancing student achievement in Web-based learning. Journal of Computer Assisted Learning, 22(3), 207–217. https://doi.org/10.1111/j.1365-2729.2006.00166.x