Is blended e-learning as measured by an achievement test and self-assessment better than traditional classroom learning for vocational high school students?

  • Chi-Cheng Chang Department of Technology Application and Human Resource Development National Taiwan Normal University
  • Kuen-Ming Shu Department of Mechanical and Computer-aided Engineering National Formosa University
  • Chaoyun Liang Department of Bio-Industry Communication and Development National Taiwan University
  • Ju-Shih Tseng Department of Technology Application & Human Resource Development National Taiwan Normal University
  • Yu-Sheng Hsu Department of Technology Application & Human Resource Development National Taiwan Normal University
Keywords: Blended e-learning, self-assessment, electrical machinery, learning performance

Abstract

The purpose of this study is to examine the effects of blended e-learning on electrical machinery performance (achievement test and self-assessment). Participants were two classes of 11th graders majoring in electrical engineering and taking the electrical machinery class at a vocational high school in Taiwan. The participants were randomly selected and assigned to either the experimental group (n = 33) which studied through blended e-learning or the control group (n = 32) which studied through traditional classroom learning. The experiment lasted for five weeks. The results showed that (a) there were no significant differences in achievement test scores between blended e-learning and traditional learning; (b) students in the experimental group obtained significantly higher scores on self-assessment than students in the control group; (c) students’ scores on self-assessment were significantly higher after studying through blended e-learning than before. Overall, blended e-learning did not significantly affect students’ achievement test scores, but significantly affected their self-assessment scores.

Published
2014-04-11
How to Cite
Chang, C.-C., Shu, K.-M., Liang, C., Tseng, J.-S., & Hsu, Y.-S. (2014). Is blended e-learning as measured by an achievement test and self-assessment better than traditional classroom learning for vocational high school students?. The International Review of Research in Open and Distributed Learning, 15(2). https://doi.org/10.19173/irrodl.v15i2.1708
Section
Research Articles