Effects of webquest on the achievement and motivation of Jordanian University students of (independent & dependent) cognitive style
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Aug 13, 2015
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Abstract
The purpose of this study was to investigate the effects of Webquest on the Jordanian students of different cognitive style. The independent variables were the instruction (conventional & Webquest). The dependent variables were the students’ achievement and motivation. The instruction rating variable is cognitive style (independent & dependent). The study sample consisted of 72 undergraduate educational technology students, information and communication technology students and graphic design students. Inferential statistics were conducted to analyze the data. An analysis of covariance (ANCOVA) and T-TEST was carried out to examine the main effects of the independent variables on the dependent variables. The findings of this study showed that students using the Webquest instruction performed significantly better in achievement and motivation than students using the conventional instruction. Independent cognitive style students performed significantly better in achievement and motivation than dependent cognitive style students. Webquest instruction was found to help students with dependent cognitive style in achievement and motivation.
Keywords: webquest, cognitive style, achievement, motivation
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References
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Saleh, A. (2012). Learning maths by using the activities of the Web Quest for the ninth grade pupils:"Emotion side". Unpublished Master Thesis, Al-Najah National University, Palestine.
Salem, H., Qambeel, K., & Al-Khalifa, O. (2012). The relationship between achievement motivation, locus of control, aspiration, and academic achievement among the students of higher education at Sudan. Arabic Journal to develop excellence, 4, 81- 96.
Samara, N., (2013). The Effect of Using the Web Quest Strategy on Immediate and Delayed Achievement in English Language Course of the First Secondary Female Students. Unpublished Master Thesis, Meddel East University, Jordan
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Yami, H. (2014). effectiveness of an "Interactive eBook" in order to develop skills of designing and employing webquests for female intern teachers. Unpublished Ph.d. Thesis, Umm Al-Qura University
Yuliang, L., & Dean G. (1999). Cognitive Styles and Distance Education. Online Journal of Distance Learning Administration, Volume II, Number III, Fall1999 State University of West Georgia, Distance Education
Zidane, A., & Wegval, S. (2008). The impact of the use of cooperative education in educational attainment and retention and motivation of learning in science sixth grade students in schools in Jerusalem, Al-Quds Open University. Journal for studies and research, 12, 47-82.
Zlatkovska, E. (2010). WebQuests as a Constructivist tool in the EFL teaching methodology class in a university in Macedonia. CORELL: Computer.
Abu kharma, O. (2013).The effect of webquest and such inquiry instructionl in enhancing critical thinking, motivation, and acquiring scientific concepts for eighth grade students in science; from a selection of Jordan 'school project' 'school. Unpublished Master Thesis, Yarmok University, Jordan
Ahmmad, F. (2013). the effect of using webquests on achievement an developing historical search among secondary stage students. Unpublished Ph.d. Thesis, Al-Azhar University.
Al Nassar, S., Salem, M., & Abu Hashem, A. (2006). The motivation to read and some personal and cognitive variables among students in middle school. Journal of the Faculty of education, 30(4), 129-198.
Al-Dahdouh A. (2010). Cognitive Styles and Their Relationship With The Psychological Tension Of The Palestinian University Students (Islamic And Al Aqsa Universities). Unpublished Master Thesis, Islamic University- Gaza
Al-Dairi, O. (2011). Cognitive independence and its relationship to the trend towards risk to .the ambulance officers in the Gaza Strip. Unpublished Master Thesis, Islamic University- Gaza
Alfar, Z. (2011). Effectiveness Of Using Knowledge Trips via Web (Web Quests) in Teaching Geography at Reflective thinking and Understanding of Intermediate School children. Unpublished Master Thesis, Al-Azhar University
Al-Ghamdi, A. (2013). Cognitive Style (field-dependence/field-independence) and Critic thinking by a Sample from the High School Students in Jeddah. Unpublished Master Thesis, Umm Al-Qura University.
Almasaeed, A Altah, Z. (2014). Relationship of Self-Esteem with Learning Motivation for Undergraduate Student According to some Variables. Amnarah Journal, 20(2), 35 – 53.
Alsayd, H. (2008). cognitive styles and relationship with the decision-making among Education managers high schools in Sohag Governorate. Unpublished Master Thesis, Sohag University, Egybt.
Alsheakh, A. (2012). Cognitive Style (Field Dependence / Independence) and its Relationship with the Number Sense of Highly and Low- achieving Intermediate Stage Students in Mathematics in the State of Kuwait. Unpublished Master Thesis, Arabian Gulf University.
Al-shehry, Y. (2010). Establishing cognitive behavioral therapy program for motivating development to remedy addiction and measuring its effectiveness. Unpublished Ph.d. Thesis. Naif Arab University for Security Sciences
Alsheikh, M. (1989). Torat Moshe. 5 vols. Jerusalem: Wagshall Publishers,1990.
Buqaiei, n. (2004). The impact of a training program for skills over knowledge in achievement motivation for learning. unpublished PhD thesis, Yarmouk University, Irbid, Jordan.
Dudin, T., & Jarwan, F,. (2012). effect of acceleration and enrichment programs on the learning motivation, achievement and self esteem of gifted students in the higher basic grades (seventh through tenth grade) in Jordan. Al-Quds Open University. Journal for studies and research, 26(2), 105-148.
Eunjoo, O., & Doohun, L. (2005). Cross Relationships between Cognitive Styles and Learner Variables in Online Learning Environment. Journal of Interactive Online Learning, 4(1) 53-66
Fathalla, A. (2006). Effect of interaction between reading the illustrations and cognitive style on the collection and tendency to read science book illustrations for fifth grade elementary. Arab Gulf message Journal (106).
Grebenev, L., Ludmila, B., & Ekaterina, O. (2014). Methodology of determining student’s cognitive styles and its application for teaching physics. SpringerPlus, 3(1), 1-8
Gulbahar, Y., Madran, R. O., & Kalelioglu, F. (2010). Development and Evaluation of an Interactive WebQuest Environment: “Web Macerasi”. Educational Technology & Society, 13(3), 139–150.
Hadah, L. (2013). Relationship of academic achievement to learning motivation among adolescent almtmedrs (a field study for students of the fourth year average). Unpublished Master Thesis, University Akli Mohand Oulhadj – Bouira, Algeria.
Ibraheem, F. (2007). Effect of Some Remembering Strategies on Information Recall in Relation to Students Gender and Learning Motivation. Al-Najah University Journal for research (humanitarian Sciences), 21(1), 83-106.
Ikpeze, H., & Boyd, F. (2007). Web-based Inquiry learning: Facilitating thoughtful literacy with webQuests. The Reading Teacher Journal, 60(7).
Jouda, W. (2009). The effect of empioying webquest in teahing science on developing scientific literacy for the ninth qrade students in gaza government. Unpublished Master Thesis, Islamic University- Gaza
Juma, A., & Ahmed, P. (2012). Effectiveness of organic chemistry teaching by using WebQuest strategy for school of Science achievement students -University of Sulaymaniyah. Alfateh Journal, 49, 62 -97.
Kundu, R., & Bain, C. (2006). WebQuests: Utilizing technology in a constructivist manner to facilitate meaningful preservice learning. Art Education, 59(2), 6–11.
Lara, S., & Reparaz, Ch. (2007). Effectiveness of cooperative learning fostered by working with WebQuest. Journal of Research in Educational Psychology, 5(3), 731-756.
Leibold, N., & Schwarz, L. (2014). WebQuests in Family Nursing Education: the Learner’s Perspective. International Journal of Nursing, 1(1), 39-50.
Maso’d, W. (2012). Procedures used by teachers to increase attention and motivation toward learning among students with intellectual disabilities. International Journal of educational specialist, 9(1), 607-628.
Mojammami, A. (2006). The achievement motivation, the test anxiety and other academic variables of the students of Jazan teacher college. Unpublished Master Thesis, Umm Al-Qura University.
Rezaeia, A., & Katzb, L. (2004). Evaluation of the reliability and validity of the cognitive styles analysis. Personality and Individual Differences, 36, 1317–1327
Saleh, A. (2012). Learning maths by using the activities of the Web Quest for the ninth grade pupils:"Emotion side". Unpublished Master Thesis, Al-Najah National University, Palestine.
Salem, H., Qambeel, K., & Al-Khalifa, O. (2012). The relationship between achievement motivation, locus of control, aspiration, and academic achievement among the students of higher education at Sudan. Arabic Journal to develop excellence, 4, 81- 96.
Samara, N., (2013). The Effect of Using the Web Quest Strategy on Immediate and Delayed Achievement in English Language Course of the First Secondary Female Students. Unpublished Master Thesis, Meddel East University, Jordan
Touq, M, Qatami, J., & Ades, A. (2003). Foundations of educational psychology. Dar Alfeker: Amman.
Tulbah , A. (2012). webQuests as a learning strategies across the web. ELearning Journal. Received FROM: http://emag.mans.edu.eg/index.php?sessionID=14&page=news&task=show&id=31
Yami, H. (2014). effectiveness of an "Interactive eBook" in order to develop skills of designing and employing webquests for female intern teachers. Unpublished Ph.d. Thesis, Umm Al-Qura University
Yuliang, L., & Dean G. (1999). Cognitive Styles and Distance Education. Online Journal of Distance Learning Administration, Volume II, Number III, Fall1999 State University of West Georgia, Distance Education
Zidane, A., & Wegval, S. (2008). The impact of the use of cooperative education in educational attainment and retention and motivation of learning in science sixth grade students in schools in Jerusalem, Al-Quds Open University. Journal for studies and research, 12, 47-82.
Zlatkovska, E. (2010). WebQuests as a Constructivist tool in the EFL teaching methodology class in a university in Macedonia. CORELL: Computer.