A Collaborative WebQuest Approach to Improving Students' Learning Achievement in a Computer Course

1. A Collaborative WebQuest Approach to Improving Students' LearningAchievement in a Computer Course Hsiu-Ying Wang and Gwo-Jen Hwang Department of Education, National Taiwan University of Tainan, Taiwan Graduate Institute of Digital Learning and Education, National Taiwan University of Science and Technology, Taipei, Taiwan 1

2. Introduction (1/2) • Information technology (IT) has brought educator more opportunity to fulfill instructional goals. • Previous research proved IT is beneficial to learning environment. Ex. Hwang and Kuo(2011) proposed a web-based learning approach embedded information- summarizing strategy to improve the web-based problem solving abilities of primary students. 2

3. However, without any scaffold, students could get lose on the Web. To address the issue, a collaborative web-quest learning approach is proposed in the study. web-quest learning tasks Jigsaw II Introduction (2/2)

4. Research Question Did the students who learned with the Jigsaw II-based web-quest approach have better learning achievements than those who learned with traditional web-quest approach or other collaborative web-quest approaches?

5. Participants • There are one hundred and thirty-four participants, who were divided into three groups. • Forty-three students in Control group, conduct web-quest with individual learning • Fifty-five students in experimental group one, conduct web-quest with Jigsaw II approach. • And Thirty-sixth students in experimental group two, conduct web-quest with learning together approach.

6. Experimental flow of the study 6

7. Interface for web-quest Learning Environment

8. Research Results The comparison was made among three treatment groups, whose pretest and posttest score were analyzed with the analysis of covariance (ANCOVA) methods. The homogeneity of pretest score of three groups was tested first and the result showed no significant difference (F=2.68, p > .05), indicating that three group students have same prior knowledge of computer network and information society. Afterward, ANCOVA was used to analyze the data with pre-test scores as covariates in order to adjust for the initial differences in the sample.

9. Post-test of learning achievement of three treatment groups Table 1 ANCOVA results and descriptive statistics for students’ achievement of three different strategies • The result, shown in Table 1, reveals that there is significant difference among three treatment groups (F=24.42, p < .001). • The experimental group one significantly outperformed the experimental group two and the control group.

10. Conclusion(1/2) Previous studies showed that learning activity embedded with web-quest model would improve students’ achievement and attitudes. However, few of them investigated the effect of integration of web-quest model with other learning strategies on students’ learning outcomes. Accordingly, the study attempts to investigate the effect among web-quest model embedded in different learning strategies.

11. The integration of web-quest mode with Jigsaw II collaborative learning could produce effectiveness as follows: Students’ learning achievement. Understanding computer network and information society course in-depth. Conclusion(2/2)

12. The End Thanks for your attention. And welcome to visit Taiwan.