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The purposes of this study were (a) to investigate the effects of Enhanced Web-based Instruction for preservice elementary teachers in Taiwan, Republic of China, on mathematics achievement, attitude changes toward mathematics and toward computers; and (b) to determine preservice elementary teachers attitudes toward Enhanced Web-based Instruction. Two groups of collegiate students consisting of 132 students in four classes were randomly selected to participate in this study. One group received an Enhanced Web-based Instruction that focused on the teaching of linear programming. The other group received the same course content using “traditional” instruction during the fall semester, 1908.

ANCOVA, ONEWAY ANOVA, and t-test ( a = .05) were used to analyze mean differences in the measures of mathematics achievement and the measures of attitudes toward mathematics, computers, and Enhanced Web-based Instruction. There were no statistical differences in the mathematics performance, the attitude changes toward mathematics, and the attitude changes toward computers between the treatments. This study also found that Math-Sciences students had more positive attitudes toward Enhanced Web-based Instruction than NonMath-Sciences students. The males demonstrated more favorable in attitudes toward Enhanced Web-based Instruction than females.

In this study, a modified Enhanced Web-based Instruction model was used to teach linear programming for the experimental group. After the treatment, four open-ended questions were used to gather students' experiences in the Enhanced Web-based-Instruction. Suggestions and difficulties in using Enhanced Web-based Instruction for collegiate mathematics learning were mentioned. The experiences in developing Web-based courseware were also discussed in the study.