Abstract

The purpose of this study is to find out how e-learning works in situated instruction applied to learning effectiveness in the written motorbike test of the special education students in vocational high schools and how to understand the perceptions of experimental group students for the e-learning instruction. The method of study uses the pretest-posttest experiment design of non-equivalent groups. The target of the study was 28 students with mental disabilities from the special education program of an Vocational High School. Class-based units were used as the research objects, and the students were divided into two groups randomly by the experimental group and the control group. Then the two groups took the pretest and posttest respectively of learning achievement and motivation. The time of the instruction lasted for six weeks, and the students were taught for 100 minutes in a week. Apply covariance to the pretest, all the test data and evidences then proceed ANCOVA for all students. After- ward, comments of the experiment group from questionnaire tried to understand the e-learning of combining situation instruction. After two weeks of the experiment, the experimental group was examined to know the retained effectiveness. The results of this study were as below: 1.Under the strategy of the e-learning of combining situation instruction, the learning achievement on the written test of motorbike is that the experimental group significantly had a better performance than the control group on learning effectiveness. 2.Under the strategy of the e-learning of combining situation instruction, the experimental group had significant retained effectiveness after the instruction. 3.Under the strategy of the e-learning of combining situation instruction, the learning motivation on the written test of mo- torbike is that the experimental group significantly had a better performance than the control group on learning motivation. 4.The students in the experimental group had a positive attitude toward the e-learning of combining situation instruction.