The aim of this study is to investigate the impact of learning effectiveness on the seventh graders with the introduction of Moodle platform into the junior-high Chinese literature course. We conducted the research by taking a methodology of "quasi-experimental design" and divided randomly the participants, whom are from one of the first grade classes of the junior high school in Changhua County, into the experimental group and the control group, with each group having the same number n=30, respectively. The incorporation of the Moodle platform with the traditional lecture instruction to become the so-called "blended course delivery" is employed to the former, while the traditional lecture instruction is used for the latter. Both groups of students do take separately pre-test before the learning process and take post-test after that learning process was completed. The descriptive results were obtained with t-test via statistical analyses of SPSS in accordance with the research hypotheses of the objective of the study. As the results, with the proposed approach of the "blended course delivery" being applied to the experimental group, the learning effectiveness of all participants in the experimental group with respect to the control group is remarkably enhanced in terms of gaining over 10 grade points in the post-test, especially, it is obvious for girl pupils in the experimental group.
