Abstract
Learning and teaching Mendelian genetics are central topics in school science. This study explored factors associated with the learning outcomes of Taiwanese junior high school students in an online inquiry learning environment. Research within face-to-face classroom settings had revealed that Asian students are more likely to be tutor-oriented and collectivistic learners. However, results of how these orientations affect learning in online environments are needed. In this analysis, seventh-grade students from Taiwan (N = 290) completed a genetics lesson using an Inquiry Learning Space (ILS) on the Go-Lab platform. Students were randomly assigned conditions in which support was provided either by general text or by an expert person in the form of a cartoon figure. In addition, students completed questionnaires assessing their cultural orientations, as well as their computer self-efficacy. Results revealed that the presence of a virtual expert did not influence students’ learning outcomes. However, the extent to which students identified as collectivistic and their level of computer self-efficacy were positively associated with the learning outcomes. Students’ computer self-efficacy was positively related to their behavioral intentions as well. These results illustrate the importance of Asian students’ disciplined personality and computer self-efficacy for online inquiry-based learning.
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Acknowledgements
Thanks to the students and experienced teachers of Shu Guang Girl’s Junior High School for providing helpful suggestions on the designed learning environments. Thanks for the technical support from the Go-Lab research and development team. Thanks to Ton de Jong for giving us valuable advice.
Funding
This research was supported by the National Science and Technology Council (Taiwan) through the Graduate Students Study Abroad Program (MOST-109－2917－I－003－003), the project "The Development and Research of Science Inquiry Ability as an Online Test" (MOST 110-2511-H-003-024-MY3), and the project "Strengthening CloudClassRoom's (CCR) Global Impact during/post COVID-19 Pandemic" (NSTC 111-2423-H-003-004). Additional support was provided by the "Institute for Research Excellence in Learning Sciences" of National Taiwan Normal University (NTNU) from The Featured Areas Research Center Program within the framework of the Higher Education Sprout Project by the Ministry of Education (MOE) in Taiwan.
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Appendix
Appendix
A. Individualism-Collectivism
Factor 1: personal independence and self-reliance
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1.
*Only those who depend on themselves get ahead in life.
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2.
*To be superior, a person must stand alone.
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3.
*If you want something done right, you’ve got to do it yourself.
Factor 2: the importance accorded to competitive success
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4.
*Winning is everything.
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5.
*I feel that winning is important in both work and games.
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6.
*Success is the most important thing in life.
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7.
*It annoys me when other people perform better than I do.
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8.
*Doing your best isn’t enough; it is important to win.
Factor 3: the value attached to working alone
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9.
I prefer to work with others in a group rather than working alone.
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10.
*Given a choice, I would rather do a job where I can work alone rather than doing a job where I have to work with others in a group.
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11.
Working with a group is better than working alone.
Factor 4: the subordination of personal needs to group
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12.
People should be aware that if they are part of a group, they will sometimes have to do things they do not want to do.
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13.
People who belong to a group should realize that they are not always going to get what they personally want.
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14.
People in a group should realize that they sometimes are going to have to make sacrifices for the sake of the group as a whole.
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15.
People in a group should be willing to make sacrifices for the sake of the group’s well-being.
Factor 5: the effects of personal pursuits on group productivity
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16.
*A group is more productive when its members do what they want to do rather than what the group wants them to do.
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17.
*A group is most efficient when its members do what they think is best rather than doing what the group wants them to do.
Note: * Items 1–8, 10, and 16–17 were reversed coded, with high values indicating high collectivism.
B. Computer Self-Efficacy
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1.
For me, operating a computer is easy to learn.
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2.
For me, a computer is easy to use.
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3.
It is not difficult for me to operate a computer proficiently.
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4.
It is very easy for me to use a computer to do what I want to do.
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5.
I am confident that I can learn a wide variety of computer skills.
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6.
I do not have to rely too much on other people's instructions to learn how to use computers.
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7.
I can learn how to use a computer by observing how others use it.
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8.
I am able to use a computer as long as I have a reference book or a computer manual with me.
C. Behavioral Intention
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1.
I consider that learning science through ILS is a wise choice.
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2.
During my school years, I consider using ILS for science learning.
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3.
I am willing to recommend others to use ILS in science learning.
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4.
In general, my willingness to use ILS in science learning is quite high.
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Chen, HC., Gijlers, H., Sui, CJ. et al. Asian Students’ Cultural Orientation and Computer Self-Efficacy Significantly Related to Online Inquiry-Based Learning Outcomes on the Go-Lab Platform. J Sci Educ Technol 32, 743–758 (2023). https://doi.org/10.1007/s10956-023-10058-9
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DOI: https://doi.org/10.1007/s10956-023-10058-9