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The purpose of this study was to explore the influence of context on student attitudes toward Web-Based Learning Tools (WBLTs) and learning performance. Survey data about attitudes and quasi-experimental data on learning performance were collected from 832 middle and secondary schools students. Five contextual variables were assessed including subject area (math vs. science), grade level (middle vs. secondary school), lesson plan format (teacher led vs. student based), collaboration (pairs vs. individual), and technological problems experienced (minor vs. major). Science-based WBLTs, higher grade levels, teacher-led lessons, and the absence of major technological problems were associated with significantly higher student attitudes toward the learning, design, and engagement value of WBLTs. Science-based WBLTs, higher grade levels, teacher-led lessons, working alone, and the absence of software problems were associated with significant gains in student learning performance. It is reasonable to conclude that the context in which a WBLT is taught can significantly influence student attitudes and learning performance.

Exploring the Influence of Context on Attitudes toward Web-Based Learning Tools (WBLTs) and Learning Performance