The Impact of Collaborative Learning on Web Quest Strategy Used in Learning Educational Psychology

Abstract

This article is aimed to investigating the influence of a web quest strategy on achievement, and whether collaborative learning can maximize the effectiveness of a web quest used as a medium in teaching and learning educational psychology among the female students at Al Majmaa University in Saudi Arabia. Quantitative and qualitative approaches were used in this strategy to investigate the effectiveness of using web quest as a medium of teaching and collaborative learning in Educational Psychology. The questionnaire used was an adaption from the study of Dodge. Each item in the questionnaire was based on a Likert scale which is scores of 1,2,3,4 and 5. While, for the quantitative study, a total of 33 students participated in the interview in order to identify the perception towards collaborative learning and web quest use. Study individuals consisted of 65 female students enrolled in the faculty of education at Al Majmaa University in Saudi Arabia, in the academic year 2014-2015. These women were distributed into two groups; the first group was the experimental group consisting of 33 students who studied using a web quest strategy and the other group was the control, consisting of 32 students who were taught using the conventional method. The results indicate that collaborative learning did not show positive influence, web quest used alone still shows improvement on students' learning outcomes.