dc.description.abstract | The purpose of this article is to explore the changes in students′ academic performance in different environments and backgrounds, and whether the grades of students who have passed the six exams in calculus at National Central University will be affected by different students′ backgrounds and online behaviors.
This research also uses "curriculum mastery", "autonomous action", "learners′ control", " tool use" , "authentic learning “, and “course design” to understand students′ cognition of learning behaviors
In the students′ background discussion, we found that after comparing students′ initial grades and their final grades, although the initial grades are significantly different due to the students′ backgrounds, after six exams, the differences will not be so obvious and the status of the students is relatively average, which means that during the learning of the semester, students with poor initial grades can make significant progress, whereas students with higher initial grades will not surely get higher grades or maintain high grades, what′s worse,they might get poorer grades instead.
In the impact of online behaviors, it can be seen that there is a clear gap between the beginning and the end of the period based on the statistics of different online behaviors. Students who can maintain online learning behaviors for a long time will have significant growth in their final grades , and compared with the students who have poor online learning behaviors, there is a clear contrast among them. Therefore, online behaviors has a great impact on students′ performance.
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