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the control group was treated with lectur-
ing and collective discussions. The main
educational technology involves the forum
tool, homework tool, chat tool, and group
tool, collected in Blackboard, an eLearning
platform.
In the aspect of questionnaire survey, the
research group conducted a questionnaire (using
a five-point Likert scale, in which 1 = strongly
disagree or poor and 5 = strongly agree or excel-
lent) for the participants to evaluate the motiva-
tion, interaction, and learning achievement under
the adoption of WIRE model. In 45 responses,
those have fixed responses, too many unanswered
questions, and unreasonable responses were elimi-
nated, and finally 41 valid responses (validation
rate=91.1%) were used for statistics.
To answer the research questions, the ques-
tions in the questionnaire were divided into three
categories, the motivation, interaction, and learn-
ing achievement. From the statistics, the three
weighted averages for the three categories are
3.78, 3.72, and 3.73 respectively (see Table 4).
That reveals that most participants agree the course
that adopted WIRE model can effectively increase
the learning motivation, interaction between
teacher and students, and learning achievement
than the other courses without adopting WIRE
model. Since all students were asked to answer
the warm-up questions, they have to read the
text and digital content provided by the teacher
•
Step 3: Give a test for both groups in learn-
ing achievement. The experimental group
also took the questionnaire and a few se-
lected participants were invited to focus-
group interview.
rESuLtS And dIScuSSIonS
By analyzing the score of learning achievement
test, the average score of experimental group is
higher than the control group at about 11.2 points
(100 points as full marks). The t-test for the dif-
ference between the means of the two groups has
reached significant level (t(88)=3.116, p<.05). The
result reveals that the WIRE model can effectively
enhance the learning achievement of students. The
detailed results of the group statistics for learning
achievement test and its independent samples test
are shown in Table 2 and 3.
Table 2. Group statistics for learning achievement test
Group
N
Mean
Std. Deviation
Std. Error Mean
Experiment group
45
63.870
19.500
2.907
Score of learning achievement
test
Control group
43
52.691
13.467
2.054
Table 3. Independent samples test for the results of learning achievement test
Levene's Test
for Equality of
Variances
t-test for Equality of Means
95% Confidence
Interval of the Dif-
ference
Lower
Sig.
(2-tailed)
Mean Differ-
ence
Std. Error
Difference
F
Sig.
t
df
Upper
Equal variances
assumed
5.962
0.017
3.116
86
0.0025
11.179
3.588
4.046
18.313
Equal variances
not assumed
3.141
78.419
0.0024
11.179
3.559
4.094
18.264
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