文章基本信息

标题：The Instructional Effect of Online Reading Strategies and Learning Styles on Student Academic Achievement
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作者：Pei-Hsuan Hsieh ; Francis Dwyer
期刊名称：Educational Technology and Society
印刷版ISSN：1176-3647
电子版ISSN：1436-4522
出版年度：2009
卷号：12
期号：02
页码：36-36–50
出版社：IFETS - Attn Kinshuck
摘要：The purpose of this study was to examine the instructional effectiveness of different online reading strategies for students identified as possessing different learning styles, either internal or external locus of control styles, on tests measuring different learning objectives. Participants were 169 undergraduate students, randomly assigned to four online reading treatments: none, rereading strategy, keyword strategy, and question and answer strategy. Immediately after interacting with their respective instructions, students received four individual criterion measures. Analyses indicated an insignificant interaction between learning style and treatment type; however, comprehension tests reflect a significant main effect for students receiving the online rereading treatment (F = 3.09, df = 3/169, p = .03), with an effect size of .40. The rereading treatment also appears to be significantly more effective than the control for the comprehension test. Results indicate that not all types of reading strategies are equally effective in facilitating different types of learning objectives. The results indicate that, even though different reading strategies may be structurally different, they are functionally identical for raising questions relative to the cost and amount of time required for student interaction.
关键词：Reading strategy, Learning style, Locus of control, Learning objectives