Using WebQuests to Teach Content: Comparing Instructional Strategies
Janet Strickland, State University of West Georgia, United States ; Allison Nazzal, Allen Independent School District, Allen, TX, United States
CITE Journal Volume 5, Number 2, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
The purpose of this study was to compare the use of WebQuests with traditional instruction. Specifically, the study examined the end-of-unit exam scores for students who completed a WebQuest on the Texas Revolution and those students completing a poster activity. Both of the instructional activities were implemented as additional enhancement to close the unit. Results indicated that the control group, or those students completing the poster activity, scored higher on the end-of-unit exam than did the experimental group, or those students completing the WebQuest activity. A discussion of the possible reasons for this difference, practical implications of study and using WebQuests in the classroom, and directions for future research are included.
Strickland, J. & Nazzal, A. (2005). Using WebQuests to Teach Content: Comparing Instructional Strategies. Contemporary Issues in Technology and Teacher Education, 5(2), 138-148. Waynesville, NC USA: Society for Information Technology & Teacher Education.
© 2005 Society for Information Technology & Teacher Education
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