The Effectiveness of WebQuest on Elementary School Students' Problem Solving, English Learning Achievement, and Learning Motivation
| Autor: | Hsin-fang Li, 李杏芳 |
|---|---|
| Rok vydání: | 2008 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 96 The goals of the study were (a) to explore the effectiveness of WebQuest on elementary school students’ problem solving, English learning achievement, and learning motivation; (b) to investigate students’ and teacher’s perspectives on WebQuest lessons. To accomplish the above research goals, a quasi-experimental design with three experimental groups was used in this study. The participants were 96 sixth-grade students enrolled in three classes at an elementary school. The experiment lasted 21 weeks. The independent variable was the instructional strategy, including three levels: WebQuest—traditional lectured style (Treatment I), WebQuest—with resources (Treatment II), and WebQuest—with resources and then without resources (Treatment III). The dependent variables were problem solving skills, English learning achievement and learning motivation. Two-way mixed design ANOVA was conducted to analyze the dependent variables. The results of this study are summarized as follows: 1. Problem solving: (1) Within groups: (a) In Treatments I, II, and III, the midtest, posttest and delayed posttest scores were significantly higher than the pretest scores. (b) In Treatments II and III, the posttest and delayed posttest scores were significantly higher than the midtest scores. (c) Unlike Treatments I and III, in Treatment II, the delayed posttest scores were significantly lower than the posttest scores. (2) Among groups: (a) Treatment III performed significantly better than Treatment I in midtest scores. (b) Treatments II and III performed significantly better than Treatment I in posttest scores and delayed posttest scores. (3) In sum, Treatments I, II and III all improved their problem solving. Treatments II and III outperformed Treatment I. 2. English learning achievement: (1) Within groups: (a) In Treatments I, II, and III, the midtest, posttest and delayed posttest scores were significantly higher than the pretest scores. (b) In Treatment I, the delayed posttest score was significantly higher than the midtest and posttest scores. (c) In Treatment III, the posttest and delayed posttest scores were significantly higher than its midtest. (2) Among groups: (a) Treatment III performed significantly better than Treatments I and II in posttest scores. (b) Treatment III performed significantly better than Treatment II in delayed posttest scores. (3) In sum, Treatments I, II and III all improved their English learning achievement. Treatment III outperformed Treatments I and II in posttest, and maintained its improvement after one month. 3. Learning motivation: No significant difference among and within the three instructional treatments was found. 4. Influence elements and benefit of WebQuest: Some elements influenced the effectiveness of WebQuest, including the information and communication technology, cooperative learning, time management, and with or without resources web pages. In addition, students improved their searching skills on the Internet, learning content, English proficiency, computer skills, and presentation skills. Based on the findings of this study, applications and suggestions for teaching students problem solving, English learning, and further research were discussed. |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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