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Learning Styles and Formative Assessment Strategy: Enhancing Student Achievement in Web-Based Learning
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Journal of Computer Assisted Learning Volume 22, Number 3, ISSN 1365-2729 Publisher: Wiley

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.

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. Wiley. Retrieved September 18, 2019 from .

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