A structural equation model to analyse the antecedents to students’ web-based problem-solving performance
Fan-Ray Kuo, Department of Information Management, National Sun Yat-Sen University, Kaohsiung, Taiwan 70, Lienhai Rd., Kaohsiung, 80424, Taiwan ; Gwo-Jen Hwang, Graduate Institute of Digital Learning and Education, National Taiwan University of Science and Technology, 43, Sec.4, Keelung Rd., Taipei, 106, Taiwan
Australasian Journal of Educational Technology Volume 31, Number 4, ISSN 0814-673X Publisher: Australasian Society for Computers in Learning in Tertiary Education
Web-based problem-solving, a compound ability of critical thinking, creative thinking, reasoning thinking and information-searching abilities, has been recognised as an important competence for elementary school students. Some researchers have reported the possible correlations between problem-solving competence and information searching ability; however, few studies have proposed what factors might affect students’ web-based problem-solving performance. In this study, a five-phase web-based learning approach is proposed; moreover, a web-based problem-solving model was developed to investigate the factors that might affect students’ web-based problem-solving performance. To evaluate the effectiveness of the proposed approach, an experiment was conducted by engaging 201 fifth- and sixth-graders from three elementary schools in a series of web-based problem-solving activities. Structural equation modelling was employed to analyse the antecedents affecting the students’ web-based problem-solving performance. From the analysis results, it was found that task-technology fit could be the major factor affecting the students’ intention to learn on the Web, as it highly affected their web-based problem-solving performance.
Kuo, F.R. & Hwang, G.J. (2015). A structural equation model to analyse the antecedents to students’ web-based problem-solving performance. Australasian Journal of Educational Technology, 31(4),. Australasian Society for Computers in Learning in Tertiary Education.