Effectiveness of e-learning in College Classroom: English Learning through Open Source Management System

Abstract

An e-learning program for a college English course is statistically tested with Path Analysis to verify the effectiveness of its two sections: reading and vocabulary.  Mid-term scores and final-test scores of the two sections for three terms are collected and examine how or if these 4 variables predict the final exam scores. The results produced a hierarchical order of variables; “Vocabulary mid-term†→ “Reading mid-term†→ “Vocabulary final†→ “Reading final†→ “Final exam.â€Â  This order is found to be chronologically paralleling the lesson plan of the course.  The Reading section is found to have direct effects on the final exam score but not the Vocabulary section, which can be explained by the fact that the final exams did not contain vocabulary questions per se.