Teachers perceive WebQuests as supporting permanent learning, appeal, active participation, rehearsal, and daily-life association in mathematics¶

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? Content analysis of five mathematics teachers' interviews and observations yielded themes of permanent learning, appeal, active participation, rehearsal, and association with daily life. → 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

Qualitative content analysis of semi-structured interviews with the executive teacher and four observer teachers, coded by three experts with a fit index of 85.24%. Teachers also reported students could improve critical thinking, creative thinking, and relationship-establishing skills.

"the following themes were identified out of student opinions on their learning and the benefits of using WebQuests in mathematics instruction (executive teacher was encoded as ET while other teachers were encoded as T1, T2, T3, and T4): permanent learning (ET, T1, T2, T3, and T4), appeal (ET, T1, T2, T3, and T4), active participation (ET, T1, T2, T3, and T4), rehearsal (even if students are not at school) (ET, T1 and T4), and association with daily life (ET, T1, T2, T3, and T4)."

Discussion¶

Related Claims¶

• Students report that daily-life WebQuest tasks made learning fun and that group work strengthened solutions and motivation — related
• Pre-service teachers choose strategies, methods, and techniques mainly for fit with objective content and for promoting active student participation — related
• WebQuest-based mathematics instruction improves retention of data, counting and probability learning three months after instruction — related