Abstract:

The primary purpose of this study was to investigate the learning outcomes of using Moodle (i.e., an open source Course Management System) on the sixth-grade Science students in Taiwan.  The study examined which method of teaching (viz., blended teaching vs. traditional teaching) is more effective.  The study assessed both the impact of these strategies on academic performance and the participants’ satisfaction.  Using a posttest-only control group design and a t test for independent samples, it was found that after one and a half months the students (n=30) who participated in a blended teaching environment (i.e., traditional face-to-face teaching and Moodle e-Learning) did not achieve significantly higher scores on the mid-term examination than the students (n=30) who were in traditional instruction settings.  It was concluded that there is no significant difference between the groups.  However, preliminary results indicated that the lower ability students, particularly those lowest-performing male students, were more motivated in the blended learning environment.  The research findings reveal that there are gender differences in Moodle online courses.  Qualitative research was also conducted in order to explore learners’ satisfaction in addition to their achievement.  The finding was that some male high achievers had lower satisfaction toward using web-based technology for learning.  The learners’ perspective toward technology and attitudes toward web-based learning influenced their performance as well.  If students had more positive attitudes toward web-based learning, they would be more satisfied with learning and interaction in web-based courses.  Therefore, the web-based courses could not totally take the place of traditional courses at this early stage.  This fact suggests that Blended Learning environment can be compelling contexts for motivating and engaging students in learning, especially for those male low achievers and learners with different learning styles.