The study was executed to investigate the effects of teaching via WebQuest Based Instruction on students’ critical thinking in comparison to teaching through traditional mode of instruction. Murthy Critical Thinking Scale (2014) was used to assess students’ critical thinking. The study was carried out with ninth grade science students who were selected from government schools of Chandigarh and were randomly separated into two groups: the control group who received conventional mode of instruction and experimental group exposed to WebQuest based instruction created by the researcher. Both descriptive as well as inferential statistics (t-test) were employed to analyze the data. The findings of the research illustrated a noteworthy variation in critical thinking between two groups where students of experimental group dominated over control group students, hence demonstrating the substantial positive effect of WebQuest based instruction on student’s critical thinking. In view of the acquired results, the researcher recommended the use of WebQuest based instruction during teaching learning process and also proposed to provide proper training to teachers in how to implement the WebQuest in educational practices.
Page Number : 1-8
Published Date : 2020-03-27
Keywords
WebQuest, Critical Thinking, Science, Conventional, Instruction
DOI Number
https://doi.org/10.15415/iie.2020.81001
Authors
Ahmed, S. (2016). The effect of using WebQuest strategy to improve the critical thinking skills in science course among male students of six grade. IUG Journal of Educational and Psychological Studies, 24(1), 54-55. https://doi.org/10.12816/0024408 Alfar, Z. (2011). Effectiveness of Using Knowledge Trips via Web (Web Quests) in teaching Geography at Reflective thinking and Understanding of Intermediate School children. Unpublished Master Thesis, Al-Azhar University. Alhileh & Nofal (2007). The effect of the web quest strategy on improving the critical thinking and achievement of educational sciences faculty (UNRWA) students’ in the teaching of thinking course. Journal of Research on Technology in Education, 37(2), 161-175. Auditor, E. & Roleda, L. (2014). The WebQuest: Its impact on students’ critical thinking, performance, and perceptions in physics. International Journal of Research Studies in Educational Technology, 3(1), 3-21. https://doi.org/10.5861/ijrset.2013.356 Averkieva, L., Chayka, Y. & Glushkov, S. (2015). WebQuest as a tool for increasing students’ motivation and critical thinking development. Procedia - Social and Behavioral Sciences, 206, 137-140. https://doi.org/10.1016/j.sbspro.2015.10.042 Bansal, R. & Dutt, S. (2017). Effect of WebQuest based instruction on achievement in science in relation to critical thinking and attitude towards learning science: A review. International journal of multidisciplinary educational research, 6(7(1)), 145-155. Bansal, R. & Dutt, S. (2019). Impact of WebQuest based instruction on students’ attitude towards learning science. International journal of multidisciplinary educational research, 8(4(3)), 100-109. Beyer, B.K. (1987). Practical strategies for the teaching of thinking. Boston MA: Allyn and Bacon, Inc. Calgin, Z. & Koc, M. (2017). The Effect of WebQuest-Supported Mathematics Instruction on Sixth Grade Students’ Critical Thinking Skills. Necatibey Faculty of Education. Electronic Journal of Science and Mathematics Education, 11(1), 1-20. https://doi.org/10.17522/balikesirnef.354919 Cigrik, E (2008). Examination of the WebQuest technique in the 6th grade science teaching, impact on student achievement and attitudes. Unpublished master’s thesis, Uludag University, Bursa. Cigrik, E., & Ergul, R. (2010). The investion effect of using WebQuest on logical thinking ability in Science Education. Procedia Social and Behavioral Sciences, 2, 4918–4922. https://doi.org/10.1016/j.sbspro.2010.03.795 Dodge, B (1995). WebQuests, A technique for Internet Based Learning. Distance Educator, 1(2), 10-13. Dodge, B (1997). Some thoughts about WebQuests. Online Available: http://edweb.sdsu.edu/courses/edtec596/about_webquests.html Ebadi, S. & Rahimi, M. (2018). An exploration into the impact of WebQuest-based classroom on EFL learners’ critical thinking and academic writing skills: A mixed methods study. Computer Assisted Language Learning, 31(5-6), 617-651. https://doi.org/10.1080/09588221.2018.1449757 Ennis, R. (1990). The Extent to Which Critical Thinking is Subject-Specific: Further Clarification. Educational Researcher, 19(4), 13-16. https://doi.org/10.3102/0013189X019004013 Jouda, W. (2009). The effect of employing webquest in teaching science on developing scientific literacy for the ninth grade students in Gaza government. Unpublished Master Thesis, Islamic University- Gaza Kundu, R. & Bain, C. (2006). WebQuests: Utilizing technology in a constructivist manner to facilitate meaningful pre service learning. Art Education, 59(2), 6-11. https://doi.org/10.1080/00043125.2006.11651581 Puthikanon & Nunthika (2009). Examining critical thinking and language use through the use of WebQuests in an EFL reading class. In E. Pearson & P. Rudd, R., Baker, M. & Hoover, T. (2000). Undergraduate agriculture student learning styles and critical thinking abilities: is there a relationship? Journal of Agricultural Education, 41(3), 2-12. Solis, J. (2006). The Relationship between pre-service Teachers’ Social Learning Style Preferences and Learning Activity Role Choices. MA thesis, University of Wyoming, Wyoming. Unal, A, & Altiparmak, M (2013). The Effects of Webquests on elementary school 7th grade students’ Science Achievement, Attitude towards Science and Attitude towards Web Based Education while teaching Science subjects. EDULEARN13. 5th International Conference on Education and New Learning Technologies. Vidoni, K.L., & Maddux, C.D. (2002). WebQuests: Can they be used to improve critical thinking skills in students. Computers in the Schools, 19(1-2), 101-117. https://doi.org/10.1300/J025v19n01_09 Yeh, M. L. & Tasy, H. L. (2001). Debating and teaching strategy. Journal of Nursing, 48. Zhou, Q., & Huang, Q. & Hong, T. (2013). Developing Students’ Critical Thinking Skills by Task-Based Learning in Chemistry Experiment Teaching. Creative Education, 4(12A), 40-45. https://doi.org/10.4236/ce.2013.412A1006