Abstract:

Aim of this study is to find out whether a learning environment created by using WebQuest method has any effect on seventh-grader students’ academic achievement on Mathematics and their level of attitude. The study was conducted on N=51 seventh grader students at a Primary School in Ankara. This study employed experimental design with pre and posttest control group. At the beginning of the study, “the Scale for academic achievement” and “The Attitude scale” were applied as pretest. The subject of cylinder in Geometry course was taught by using WebQuest to 25 students in the experimental group four hours a week in total three weeks, and the control group of 26 students was taught the same subject through traditional instruction methods according to the revised curriculum. After teaching to experimental and control groups, the “academic achievement test” and “attitude scale” were administered as posttest to both groups. Two-factor ANOVA test was used for repeated measures in solution of sub-problems of the research on percentage, frequency, arithmetic mean, standard deviation, and single factor. No meaningful difference was found out in cumulative grades of pretest and posttest academic achievement tests of the experimental and control group before and after the experiment. The attitude levels of students in the experimental group were found as positively higher after the experimental procedure. It was found out that social interaction and group works have positive impacts on affective reactions of learners. Yet, decrease in attitude levels of students in the control group was observed. In line with these results, we have concluded that WebQuest teaching method is a factor in rising up attitude levels of students

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