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Effectiveness Analysis of Blended Learning for Students with Different Cognitive Styles In case of High School Computer Network Instruction.
Due to the difference of instructional effectiveness, the research discuss if the learners who have different prior knowledge have different between Blended Teaching and Traditional Teaching models, which is based on Cognitive Styles philosophy. There are 143 experimental objects and 137 control objects both sampled from first- grade high-school students. They are all studying “Computer Network principle” of “Introduction to Computer”. It is an one-way ANOVA experimental design to explore the effectiveness difference between Cognitive Style philosophy including Field Dependent and Field Independent. The principle interacted with prior knowledge, such as high level, medium level, and low level. As a result, different levels of the analysis of variance in the treatment groups’ performance in the post shows the influence of different variables obviously. Some findings were concluded as the following, during the experimental period of nine weeks. 1. Field Dependent of cognitive styles students are more adequate in Blended Learning than Field Independent students in the Computer Network course. 2. Due to the prior knowledge, the high-level students are the more adequate in Blended Learning than the medium-level and the low-level students in the Computer Network course. 3. In the Cognitive Style, the Field Dependent students are more adequate than the Field Independent students in the applying the traditional teaching in the Computer Network course. 4. According to the prior knowledge, the high-level prior knowledge students is more adequate than the medium-level as well as the low-level in applying Traditional Teaching in the Computer Network course. 5. Blended Learning style is better than Traditional Learning style for Learning Computer Network.
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