Effect of the interaction of instructional delivery model and preference of learning environment on students' attitudes

The issues of students attitudes in a senior high school in Taiwan stated that various instructional delivery models of computer-assisted instruction (CAI) on tenth grade students towards science were influenced by the students preferences of learning environment. The student's preferences of learning environment were measured by a Chinese version of the Constructivist Learning Environment Survey (CLES). The students participating in this study were pretested using CLES and were categorized as either less constructivist oriented or more constructivist-oriented based on their average scores on the student-centeredness scale. The data showed that less constructivist-oriented students receiving teacher-centered instructional delivery model had a more positive attitude towards Earth science than did those with the same orientation in the student-centered model. The findings of this study revealed that more attention should be paid to the interaction of students and learning environments.