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Using WebQuests to Teach Content: Comparing Instructional Strategies
Article

, State University of West Georgia, United States ; , 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

Abstract

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.

Citation

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. Retrieved March 19, 2019 from .

Keywords

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Cited By

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  2. An epistemological analysis of the application of an online inquiry-based program in tourism education

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    Australasian Journal of Educational Technology Vol. 30, No. 1 (Apr 03, 2014)

  3. A Study about WebQuest: the importance of the Process in Group Work

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  4. What We Know About the Impacts of WebQuests: A Review of Research

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    AACE Journal Vol. 16, No. 4 (October 2008) pp. 441–456

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