Students report that daily-life WebQuest tasks made learning fun and that group work strengthened solutions and motivation¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Most experimental students said they learned by having fun because activities were associated with daily life, and large majorities credited group work with stronger solutions and motivation. → Yenmez 2017

Evidence¶

Yenmez 2017¶

Yenmez, A. A., Özpinar, İ., & Gökçe, S. (2017). Use of WebQuests in Mathematics Instruction: Academic Achievement, Teacher and Student Opinions. Universal Journal of Educational Research 5(9). https://doi.org/10.13189/ujer.2017.050913

q2 · i? · causal · r2

Written opinion forms from all experimental-group students plus semi-structured interviews with six students chosen across achievement categories. Percentages printed include 72% learning by having fun, 51% learning from each other, 80% different perspectives strengthening solutions, and 85% increased motivation through mutual support.

"72% of them stated that they learned by having fun because they associated the activity with daily life. They also mentioned that this environment supported their cooperative learning. They highlighted the group works and reported that the group work was efficient because they learned something from each other (51%)."

Discussion¶

Related Claims¶

• Teachers perceive WebQuests as supporting permanent learning, appeal, active participation, rehearsal, and daily-life association in mathematics — related
• In interviews, 100% of experimental students said AR gave better understanding and 72% valued working with tablets, while 8% cited technical problems — related
• High school students report they learn best through interactive, hands-on projects, real-world applications, and discussions rather than lectures, note-taking, and worksheets — a broader claim this one bears on