Abstract
The main focus of this paper is to examine any significant differences between participants’ evaluative ratings towards the website in terms of its facilitating effects for learning versus its functionality comprehensiveness. A survey research method was used in the study. 147 high school students who successfully passed to the second phase of the Fifth Annual High Temperature Superconductor Tournament participated in the study. Data analysis yielded that statistically significant differences were found only on areas related to multimedia features. Specifically, the obtained results indicated that students may use their past website surfing experiences as a point of reference and tended to hold a higher expectation toward the embedded multimedia features. As such, their evaluative ratings towards the facilitating effects of multimedia, including the animation, film, and audio, tended to be significantly higher than those of its functionality comprehensiveness. Suggestions for website evaluation and future studies are offered.
| Keywords: | educational website; functionality comprehensiveness; learning facilitating effect; website evaluation |
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