You are here:

A formative analysis of individual differences in the effectiveness of learning objects in secondary school
ARTICLE

,

Computers & Education Volume 51, Number 3, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

The purpose of this study was to examine individual differences in the effectiveness of learning objects in secondary school classrooms. Specifically, gender, age, grade, subject area, and computer comfort (self-efficacy) were examined in 850 students. Effectiveness was measured in terms of student attitude (learning, quality, and engagement) and student performance. No gender differences were observed between males and females with respect to student attitudes or performance. Age was significantly correlated with student attitudes and performance, however correlation coefficients were small. Grade 12 students were more positive about learning objects and performed better than grade 9 and 10 students. Science students had significantly more positive attitudes and performed better than mathematics students. Finally, students who were more comfortable about computers, appreciated learning objects more than their less confident peers, however performance was unaffected.

Citation

Kay, R.H. & Knaack, L. (2008). A formative analysis of individual differences in the effectiveness of learning objects in secondary school. Computers & Education, 51(3), 1304-1320. Elsevier Ltd. Retrieved March 20, 2019 from .

This record was imported from Computers & Education on January 30, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2008.01.001

Keywords

View References & Citations Map

Cited By

  1. Comparison of Online Learning Behaviors in School vs. at Home in Terms of Age and Gender Based on Log File Analysis

    Galit Ben-Zadok, Tel-Aviv University, Israel; Moshe Leiba & Rafi Nachmias, School of Education, Israel

    Interdisciplinary Journal of E-Learning and Learning Objects Vol. 6, No. 1 (Jan 01, 2010) pp. 305–322

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.