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| URN | etd-1115107-190340-296 | |
|---|---|---|
| Author | Chang An-lin | |
| Author's Email Address | No Public. | |
| Statistics | This thesis had been viewed 1095 times. Download 887 times. | |
| Department | Graduate Institite of Educational Technology | |
| Year | 2006 | |
| Semester | 2 | |
| Degree | Master | |
| Type of Document | Master's Thesis | |
| Language | zh-TW.Big5 Chinese | |
| Title | Effects of WebQuest Learning Activities on Social Studies’ Learning Attitudes and Academic Achievement of Sixth Graders | |
| Date of Defense | 0000-00-00 | |
| Page Count | 184 | |
| Keyword | ||
| Abstract | Effects of WebQuest Learning Activities on Social Studies’ Learning Attitudes and Academic Achievement of Sixth Graders Abstract The main purpose of this study was to investigate the effectiveness of WebQuest learning activities on social studies’ learning attitudes and academic achievement of sixth graders. Students’ perceptions of WebQuest learning activities were gathered via a semi-structured interview. The pretest-posttest quasi-experimental design was utilized in this study. The participants were 44 sixth-grade students in the classes at the La-la elementary school in Pingtung. Students were divided into two groups. One was the experimental group, in which students were taught by WebQuest instruction, which was arranged by the researcher. The other was the control group, in which students were taught by the traditional instruction. In data analysis, the pretest of social academic achievement and the pretest of social learning attitude were selected as covariates; the different instructions were independent variables; the posttests of social academic achievement and social learning attitude were dependent variables. Data were analyzed by one-way ANCOVA. In order to realize the retention of social academic achievement, all participants took the retention test one month after they took the posttests. Meanwhile, the researcher interviewed the experimental group to understand students’ perceptions toward WebQuest learning activities. The major findings of the study were listed as followed: 1. There were no significant differences on social academic achievement between different instructions. 2. There were no significant differences on social learning attitudes between different instructions. 3. There were no significant differences on retention of social academic achievement between different instructions. 4. After interviewing the experimental group found that： (1).The participants preferred traditional instruction to WebQuest instruction. (2).The participants also thought that the effectiveness of traditional instruction were better than WebQuest instruction. (3).The computer abilities of the participants could understand how to operate WebQuest. (4).The cooperative learning style was helpful for the participants’ learning. (5).Most participants liked cooperative learning style. (6).The participants hoped to be taught by traditional instruction. In conclusion, based on the findings listed above, suggestions were proposed respectively for pedagogical implications and future studies. Keyword：WebQuest, social study, learning attitude, academic achievement, learning retention. | |
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| Date of Submission | 2007-07-01 |