Please use this identifier to cite or link to this item:
|Title||The Impact of Using WebQuests on the Palestinian Seventh Graders' English Reading Comprehension Skills and their Attitudes towards WebQuest|
The study aimed to investigate the impact of using WebQuests on the Palestinian Seventh graders' English Reading comprehension skills. The target skills were prediction, skimming, scanning, guessing the meaning through context and Inference. For answering the questions of the study, the researcher adopted the experimental approach. The sample of the study consisted of (88) students distributed into two groups. One of the groups represented the control group of (44) students; and the other represented the experimental one of (44) students. The groups were randomly chosen from a purposive sample from UNRWA Maghazi Prep. Girls School (A) in Gaza Strip where the researcher works as a teacher of English language for the seventh graders. The WebQuest strategy was used in teaching the experimental group while the traditional method was used with the control one in the second term of the school year (2010-2011). An achievement reading comprehension test of five scopes with (20) items was designed and validated to be used as a pre and post test. In addition, a scale to measure the students’ attitudes toward the WebQuest in acquiring the reading comprehension skills in the English language for the seventh graders was used; it was divided into four main scopes:- Scope one was about the students’ attitudes’ toward accepting the WebQuest, and it consisted of six items; Scope two was about the students’ attitudes’ toward the teacher’s role and the classroom management, and it consisted of six items, scope three was about the students’ attitudes toward the links which were used in the WebQuest;. and finally scope four was about the students attitudes toward learning reading comprehension skills in the English language through the WebQuest and it consisted of six items. The third tool was an observation card to observe the students' performance in using WebQuest and also their performance in practicing the reading comprehension skills through the WebQuest to get data and information. It is divided into three main scopes:- Scope one was about the students' mechanisms of dealing with the program, and it consisted of five items. Scope two was about the students' cooperative learning behavior while using the WebQuest, and it consisted of four items; finally, scope three was about the students’ ability to get the required information and it consisted of six items. All these tools were prepared by the researcher. The data of the study were analyzed using T-test independent sample, which was used to determine significant differences between the groups. Effect size technique was used to measure the effect size of the WebQuest programme on the experimental group in each scope of the test. The results indicated that there were statistically significant differences between both groups in favour the experimental one, in prediction, skimming, scanning guessing the meaning of words through context and inference due to the WebQuest programme. Effect size technique indicated a large effect of the WebQuest programme on improving prediction, skimming, scanning, guessing the meaning of words through context and had a medium effect on improving the inference skill for the experimental group. The results of the questionnaire indicated an overall positive attitude toward the WebQuest. The results of the observation card indicated that there were statistically significant differences between the first and the last observation in all scopes and the total score of the observation scope, towards the last observation, which meant that the WebQuest was effective. Based on those findings, the study recommended the necessity of implementing the WebQuest method in teaching English language to bring about better outcomes in students' achievements of English language. It was also suggested that further research should be conducted on the effect of the WebQuest on different dimensions of learning English language and other school subjects.
|Publisher||الجامعة الإسلامية - غزة|
|Files in this item|