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

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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 October 18, 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

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