Abstract
This study mainly investigates the factors affecting the learning effects in a blended e-Lcarning course for Mathematics. The research targets of this study are 48 junior high school students. After they had received traditional lessons in class as well as the accompanied e-Learning lessons, the influences of their learning portfolios and learning attitude on the examination scores were studied. Multiple linear regression analysis is employed to conduct data analysis. From the standardized regression model, it is discovered that the main factors affecting the examination scores of students in their learning portfolios are online test, number of hours of reading, and the learning attitude. Moreover, no significant difference is found between male and female students in the aspects of their examination scores, learning attitudes, and learning portfolios. The findings can be helpful for teachers to improve the instruction strategies in Blended e-Learning. © 2007, Baywood Publishing Co., Inc.