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

• Published in: Journal of computer assisted learning Vol. 22; no. 3; pp. 207 - 217
• Main Authors: Wang, K.H., Wang, T.H., Wang, W. L., Huang, S. C.
• Format: Journal Article
• Language: English
• Published: Oxford, UK Blackwell Publishing Ltd 01.06.2006; Blackwell Publishing; Blackwell Science; Wiley Subscription Services, Inc
• Subjects: Academic Achievement; Biological and medical sciences; biology; Cognitive Style; Computer Assisted Instruction; e-learning effects; Educational Environment; Educational psychology; Experiential Learning; Formative Evaluation; Fundamental and applied biological sciences. Psychology; Grade 7; Internet; Kolb's learning style; Learning Processes; Learning Strategies; Learning Style Inventory; Learning Theories; Measures (Individuals); middle school; Online Courses; Psychology. Psychoanalysis. Psychiatry; Psychology. Psychophysiology; Psychopedagogics. Didactics; Pupil and student. Academic achievement and failure; Quasiexperimental Design; Statistical Analysis; Student Needs; Test Analysis; WATA system; Web Based Instruction; Web-based formative assessment; Human; E-learning; Evaluation; Academic achievement; biology; Cognition; Web-based formative assessment; School environment; Learning; Acquisition process; Kolb's learning style; Learning style; middle school; Strategy; Cognitive style; WATA system; Child; e-learning effects
• ISSN: 0266-4909; 1365-2729
• DOI: 10.1111/j.1365-2729.2006.00166.x

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.