Use of WebQuests in Mathematics Instruction: Academic Achievement, Teacher and Student Opinions

Arzu Aydoğan Yenmez,İlknur Özpinar,Semirhan Gökçe

doi:10.13189/ujer.2017.050913

Abstract

WebQuests are designed to ensure meaningful learning by combining technology with a constructivist approach in the classroom setting. This study aims to examine the effect of WebQuests used in instruction on students' academic achievements and the student and teacher opinions on WebQuests. The participants of this study using the quasi-experimental method were composed of 78 ninth-grade students and five mathematics teachers. Within this scope, WebQuests for the attainments in the domains of Data, Counting and Probability learning in the ninth-grade curriculum were developed by the researchers. The academic achievement test developed by the researchers was applied to the experimental and control groups as pretest, posttest and delayed posttest. In the implementation process, the experimental group was expected to solve the non-routine problems within WebQuests. The student and teacher opinions on the implementation were received at the end. The SPSS software package was utilized for quantitative data analysis and the qualitative data were subjected to a content analysis in the study. Consequently, it was discovered that the WebQuest teaching strategy had a positive impact on the student learning retention. Furthermore, the themes obtained through teacher and student opinions and recommendations of the study emphasize important issues for future studies.

Highlights

Significant developments in computer and communication technology in recent years have paved the way for the intensive use of internet in several domains like education
After the treatment was given only to the experimental group, mathematics achievement test was implemented again to both groups but as a posttest to determine the efficiency of the treatment in a short time period
Three months after the posttest, mathematics achievement test was implemented once more to determine the permanent effects of WebQuests on data analysis and probability

Summary

Introduction

Significant developments in computer and communication technology in recent years have paved the way for the intensive use of internet in several domains like education. Using internet as an instrument of interactive and cooperative study and effective research in education helps students structure their own knowledge. Use of internet as an information resource in in-class and out-of-class activities increases learner participation in the learning process by leading to utilizing different learning methods, supports the teacher-student interaction and enable students to study in cooperation [1]. Several approaches have been developed for the effective use of internet within instructional activities. One of those approaches is WebQuest which was introduced by Bernie Dodge of San Diego State University in 1995. Dodge (1997) defines WebQuest as an activity based on the research in which students work interactively and acquire the information they would use from the internet [3]. It can be said that WebQuest is a new teaching strategy of the constructivist approach that uses computer environment

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Conclusion