Term of Award
Fall 2013
Degree Name
ED.S in Instructional Technology
Document Type and Release Option
Education Specialist Paper (restricted to Georgia Southern)
Department
Leadership, Technology, and Human Development
Education Specialist Chair
Randy Carlson
Education Specialist Chair Email
rcarlson@georgiasouthern.edu
Abstract
The purpose of this study is to determine if science students will be more successful when using a WebQuest to learn about rocks and minerals than students who are taught with more traditional methods. Students who participated in the study were gathered from two classes with 24 students in each class. Students in both groups received 55 minutes of instruction daily for approximately three weeks. The experimental and control groups were given a pretest and posttest consisting of 31 questions over rocks and minerals. Students in the control group received teacher-delivered lectures, teacher notes, and completed traditional science assignments on rocks and minerals such as graphic organizers, rock identification, and a booklet. The experimental group used the Internet to access learning activities related to rocks and minerals. Students using the Internet explored a WebQuest over rocks and minerals. At the end of the unit, students took the posttest. The researcher used Analysis of Covariance (ANCOVA) to determine a mean score for each group on the posttest. Results of this study revealed an increased achievement on the posttest; however, the experimental group scored significantly higher than the control group. Science teachers can take the data from this study and use it in their own classroom which would allow them to develop instruction that is student-centered.
Recommended Citation
Wallace, Judy R., "Using WebQuests in the Science Classroom" (2013). Instructional Technology Education Specialist Research Papers. 10.
https://digitalcommons.georgiasouthern.edu/edu-papers/10
