A Formative Analysis of Individual Differences in the Effectiveness of Learning Objects in Secondary School

Autor/inn/en	Kay, Robin H.; Knaack, Liesel
Titel	A Formative Analysis of Individual Differences in the Effectiveness of Learning Objects in Secondary School
Quelle	In: Computers & Education, 51 (2008) 3, S.1304-1320 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1315
DOI	10.1016/j.compedu.2008.01.001
Schlagwörter	Student Attitudes; Self Efficacy; Correlation; Grade 9; Classrooms; Grade 12; Gender Differences; High School Students; Grade 10; Individual Differences; Academic Achievement; Secondary Schools + Suchen Sie Ihr Suchwort? Schülerverhalten; Self-efficacy; Selbstwirksamkeit; Korrelation; School year 09; 9. Schuljahr; Schuljahr 09; Classroom; Klassenraum; School year 12; 12. Schuljahr; Schuljahr 12; Geschlechterkonflikt; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Individueller Unterschied; Schulleistung; Sekundarschule
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. (Contains 6 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10