EXPLORING INDIVIDUAL DIFFERENCES IN THE IMPACT OF WEB-BASED LEARNING TOOLS (WBLTS)

Abstract

The purpose of this study was to explore individual differences in middle and secondary school student attitudes and learning performance regarding Web-Based Learning Tools (WBLTs). The student characteristics assessed were gender, age, computer comfort level, subject comfort level, and average grade. Attitudes toward WBLTs were measured using a reliable, valid survey designed to gather data on student perceptions of learning, design, and engagement. Learning performance was assessed by comparing pre- and post-test scores on four knowledge categories (remembering, understanding, application, analysis) based on the revised Bloom’s taxonomy. Female students had significantly more positive attitudes toward WBLTs. Students who were more comfortable with using computers and the subject area addressed by a WBLT had significantly more positive attitudes toward WBLTs. Average grade was unrelated to student attitudes toward WBLTs. Student age was the only student characteristic that was significantly associated with learning performance. When older students use WBLTs (different from those used by younger students), learning performance is significantly greater than younger students. It is speculated that WBLTs may be better suited toward older students who have better self-regulation skills.