Abstract
The author investigated the effectiveness of Web-based courses on technical learning. The regression results show that the delivery format (Web-based or traditional classroom courses) has no significant effect on student performance. However, although gender is a significant predictor in traditional classroom courses, its effect disappears in Web-based courses. There is evidence that Web-based courses can be conducive to the leaning process of technical knowledge for female students. For the high-GPA subgroup, the predictors of ethnicity, GPA, and problem-solving questions as an evaluation method were positively associated with performance.
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