Efficacy of WebQuest: Its Implications on Students' Critical-Thinking Skills

M. Jandayan-Labial

Dan-ag: Journal of Educational Studies, Volume 4 (2015), pp. 12–26 

Abstract

This study determined the level of efficacy of WebQuest and its implications for students’ critical-thinking skills. Respondents were Grade 12 students and teachers from three schools in Portage County, Ohio, USA. Questionnaires were used for data gathering, and descriptive and inferential statistics were used for data analysis. The students had average critical-thinking skills, with semantics as the lowest area and deduction and induction as the highest. Students differed significantly in their levels of WebQuest efficacy when grouped by gender, Ohio Graduation Test results, computer skills, training on WebQuest, and collaborative skills, but not when grouped by GPA. They also differed significantly in critical-thinking skills when grouped by gender, GPA, Ohio Graduation Test results, computer skills, and collaborative skills; no significant difference was found according to WebQuest training. The study recommends strengthening WebQuest use in United States classrooms and introducing it in Philippine settings because of its positive implications for students’ critical-thinking skills.

Keywords: WebQuest; critical-thinking skills; educational technology; inquiry-based learning; Grade 12 students

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DOI:  https://doi.org/10.5281/zenodo.22210749 

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