Hsun-Li Chang｜Associate Professor, Graduate School of Curriculum and Instructional Communications Technology, National Taipei University of Education｜hsunli@tea.ntue.edu.tw
Wen-Hui Chang｜Teacher, Haishan Elementary School, New Taipei City｜0805whc@gmail.com
Wei-Chung Hung｜Teacher, Shin Pu Elementary School, Taoyuan City｜leia0729@hotmail.com
▌Abstract
The purpose of this study is to explore the status of students’ learning style preferences in blended learning environment, and the performance of students with different learning style in math anxiety, self-efficacy, and math attitudes in blended learning environment.
In this study, 279 elementary school students were attended this study, and the period of teaching was six weeks. The “learning style scale”, “mathematics anxiety scale”, “self efficacy scale”, and “mathematics attitude scale” were taken as tools. It is measured after teaching, and the descriptive statistics and ANOVA analysis to explore the research results.
The main results of this study are as follows:
- In blended learning environment, the population of students’ learning style classifications, auditory learning style is the most, followed by kinesthetic, visual and Reading/Writing learning style.
- In blended learning environment, the degree of mathematics anxiety of visual learning style is significantly lower than that of auditory and Reading/Writing learning style learner.
- In blended learning environment, there have no significant differences in self-efficacy among learners of different learning styles.
- In blended learning environment, auditory learning style learner have significantly lower mathematics attitudes than kinesthetic learning style learners.
Keywords: Blended Learning, Learning Styles, Mathematics Anxiety, Self Efficacy, Mathematics Attitude