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Description of Project
The purpose of this study is to determine the effectiveness of a specific web-based strategy known as a WebQuest. The study analyzes the constructivist approach and how it affects student performance and motivation. WebQuests are internet-based, inquiry-oriented activities (Dodge, 1995). The WebQuest design is highly conducive to learning because of its efficiency, clarity, and scaffolding. There are two types of WebQuest – short term and long term. The short term WebQuest provides students with "a significant amount of new information and can be completed in approximately one to three class periods" (Dodge, 1995, para. 3).
This study focused on the long term WebQuest. In this type of WebQuest students "extend and refine knowledge" (Dodge, 1995, para. 4). Upon completion of this study, students will have analyzed rhetorical devices, transformed body of knowledge, and exhibited an understanding of material by creating and presenting PowerPoint slideshows, writing an essay, taking tests and quizzes, and creating examples of assigned rhetorical devices.
The timeline for this particular study was approximately six weeks. The study commenced on February 18, 2003 and concluded on April 11, 2003. The project work time was from March 21, 2003 to April 4, 2003. Students were provided computer-lab time during this time. They spent approximately ten days in the computer-lab engaged in WebQuest and completing PowerPoint presentation, and they were provided library and class time for five days. The WebQuest used for this study was titled Rhetorical Devices WebQuest, which was designed and implemented by Sharmaine Grove. The major premise behind this WebQuest is that rhetorical devices are powerful, effective ways of communicating in writing or orally. In groups of five, students researched terms, located definitions of each device, created examples of each, located literary works that employed specific devices, and analyzed effectiveness of employing such a device in a piece of writing, whether a poem, novel, essay, or speech. WebQuests are powerful in that they require students to create, define, locate, analyze, explain, evaluate, and reflect. Higher-order thinking skills are enhanced through this design.
In addition, this particular WebQuest prepares students for the Advanced Placement English Language and Composition and Language and Literature college-prep courses. Upon completion of this action research, students will present what they learned through oral presentations, PowerPoint presentation, a test, and a self-reflective essay. Students will reflect upon their own learning upon completion of this study.
The subjects for this study are twenty-nine English 2 Honors students attending Vanden High School in Fairfield, California. With consent of students, this study began. From beginning of research to end, the project took approximately six weeks during fifty-five minute class periods. Students worked on WebQuest part of research over course of three weeks (the last three weeks of six week time-frame).
Home Research Questions Study Limitations Response to Literature Review
Data Collection Data Analysis Reflection Findings Implications References
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This website was created by Sharmaine D. Grove
email comments or questions to: sharmgrove@aol.com
Last updated on April 29, 2003