Webquests and Teacher Modeling

Candace Brownfield Louisiana State University

Kelly Kelly Baton Rouge, La

The webquest model was developed by Bernie Dodge and Tom March at San

Diego State University in 1995.

Bernie Dodge describes a webquest as an “inquiry-oriented activity in which most or all of the information used by

learners is drawn from the Web.”

What is a Webquest?

Components of a Webquest:

♣Introduction

♣Task

♣Process with web resources

♣Evaluation

♣Conclusion

The purpose of teacher modeling is to provide

students with a clear, multi-sensory model of a skill or

concept.

Teacher Modeling

In a lower elementary classroom the teacher

typically engages students in learning through:

♣demonstrating enthusiasm ♣maintaining a lively pace♣periodically questioning studentsthrough checking for student understanding

The Webquest is designed to promote inquiry in the classroom. While the students are completing the Webquest, the methods of teacher modeling

will be assessed. To determine the significance of teacher modeling and scaffolding for lower

elementary students. The goal for this study is to improve teacher instruction and to gain a better

understanding of effective teacher modeling.

Rationale

FocusDuring this research design study first grade

students will complete a Webquest and a follow up activity.

The significance of teacher modeling and guidance will be assessed throughout this study.

The students will work in pairs to complete the Webquest and follow up activity.

The focus will be on the student interaction with one another and the

Webquest.

Overall, the study will unveil the best way for teachers to model and use a

Webquest in the first grade classroom.

St. Patrick’s Day Webquest

We designed a St. Patrick’s Day

Webquest for the elementary students to complete. We chose

St. Patrick’s Day because it is a holiday that all of the students

could relate to.

View St. Patrick’s Day Webquest

Research on Young Children♣ Piaget, Jean

•children are “little philosophers”

• stresses the importance of using imagery when creating young children’s learning activities

♣ Eriksson, Eric

•stage in life where children learn important life skills. Such as working in teams.

•They begin to learn to follow rules and gain responsibilities

♣ Haugland & Wright, 1997

•Studies have found that open-ended, child directed software made a more significant difference in children’s development rather than drill and practice software.

♣ Becker, 2000•When young children are working on computers they should be encouraged to socially interact with their peers

Research on Webquests

♣ Very little empirical research

♣ Much information was found on the way Webquests are constructed

♣ Vidoni, 2002

•Since Webquests meet these elements, they are powerful tools for inspiring critical thinking skills in students.

Research on Teacher Modeling in Webquests

♣Little research has been published regarding the role of the teacher as a model for Webquest instruction

♣Lipscomb

• found that the activities before and after student internet research were very important in guiding the students

♣LoParrino

• through introducing WebQuests in a first grade classroom, she discovered that by her scaffolding it helped the students to apply what they learned to create their final project

Research Questions

1. Can 1st graders benefit from web-based learning?

2. How much modeling is necessary for 1st grade Webquests?

3. Does modeling the Webquest improve student’s attitude towards Webquests?

4. Does working with a partner affect a student’s attitude towards a Webquest?

Methodology

♣Mixed Method Research •Assessment of process and performance

•Observation and Questionnaires

♣7 elementary classes

•1 first grade homeroom class (Mrs. Kelly)

•3 first grade computer classes (Mrs. Brownfield)

•3 second grade computer classes (Mrs. Brownfield)

•Two day duration: one 30 minute session per day

•Desktop computers

♣Topic

•St. Patrick’s Day Webquest

♣Intervention:

•Graphic organizer template (Microsoft Word)

•Postcard template (Microsoft Publisher)

Outcome Variables

♣Modeling

♣Partners

Procedures ♣Half the students received teacher modeling and guidance prior to beginning the Webquest.

♣The first grade students completed the Webquest with a partner. The second grade students did not work with a partner.

♣The teacher observed the students and recorded data on the observation chart constructed specifically for the Webquest.

♣On day one, the students researched and completed the graphic organizer.

♣On day two, the students constructed the Symbols of Ireland poster.

♣The students completed the questionnaire.

♣The teacher evaluated the process and final project using a specifically designed rubric.

Link to the rubric

Link to the Passport (graphic organizer)

Components of the Webquest

Pictures Taken During the Webquest

Non-Modeled Group Modeled Group

Non-Modeled Group Modeled Group

Example Student Graphic Organizers

“Passport” to Ireland

Non-Modeled Example

Modeled Example

Example Student Questionnaires

Results

Table 1: Results of Process and Product Kelly: First Grade

Modeled Group(n= 5 groups)

Non-Modeled Group p level(T-test)

Categories: Mean SD Mean SD

Graphic Organizer: Passport

3.4 .89 2.4 .55 .0328*

Final Product: Ireland Poster

3.8 .44 1.8 .76 .0005*

Process: Teamwork 3.8 .44 2 1 .0031*

Total 10.8 1.8 6.3 .76 .0004*

* p <.05

Table 2: Results of Process and Product Brownfield: First Grade

Modeled Group(n= 5 groups)

Non-Modeled Group p level(T-test)

Categories: Mean SD Mean SD

Graphic Organizer: Passport

3.05 .598 3 .632 .4381

Final Product: Ireland Poster

3.3 .7149 1.916 .6645 .0009*

Process: Teamwork 2.65 .8834 2.83 .408 .3215

Total 9 1.581 7.75 1.172 .0584

p <.05

Table 3: Results of Process and Product Brownfield: Second Grade

Modeled Group(n= 5 groups)

Non-Modeled Group p level(T-test)

Categories: Mean SD Mean SD

Graphic Organizer: Passport

3.5 .7071 3.4524 .8472 .4358

Final Product: Ireland Poster

3 1.027402 3.2619 .6781 .1906

Process: Teamwork N/A N/A N/A N/A N/A

Total 6.4 1.595 6.7143 1.215 .2644.

p <.05

Table 4: Results of Student Perception Questionnaire Kelly: First Grade

Modeled Group(n=5 groups)

Non-Modeled Group(n=5 groups)

Questions Mean SD Mean SD p level(t-test)

Working on the WebQuest was

interesting

3 0 2.8 .4 .0862

I learned a lot about Ireland from this

WebQuest

2.9 .32 2.6 .67 .1369

Working with a partner made this project more fun

3 0 2.45 .93 .0406*

I learned more about using the computer from this WebQuest

3 0 2.8 .6 .1767

I could follow directions on the

WebQuest

2.9 3.2 3 0 .1531

Filling out my passport was easy

2.7 .48 2.8 .4 .2746

I could easily fill out the passport on the

computer

2.9 3.2 2.8 .6 .3529

My partner and I worked well together

2.6 .84 2.3 .91 .2016

Total 23.3 1.2 21.5 3.1 .0533

* p <.05

Table 5: Results of Process and Product Brownfield: Second Grade

p <.05

Questionnaire

Working on a

WebQuest was

interesting

I learned a lot about

Ireland from this WebQue

st

Working with a partner made this

project more fun

I learned more about

using the computer from this WebQues

t.

I could follow

directions on the WebQue

st

Filling out my

passport was easy

I could easily fill out

the poster on the

computer

My partner and I

worked well

together

Total

Results

Modeled Group

                 

M Avg. 2.3478 2.4347 2.6086 2.3043 2.7826 2.1739 2.4347 2.4782 19.565

SD 0.7140 0.7277 0.782718 0.822125 0.518435 0.777652

0.843482

0.790257

2.370771

NotModeled

Mean 2.1 1.5 1.5 1.8 2.3 2.444444

2.1 2 15.8

SD 0.737864787

0.849837 0.707107 1.032796 0.674949 0.849837

0.994429

1.054093

3.994441

T-Test 0.185603827

0.001483*

0.000282*

0.072038 0.016135 0.144881

0.164168

0.079546

0.000972*

Questionnaire

Working on a WebQuest

was interesting

I learned a lot about

Ireland from this WebQues

t

Working with a partner

made this project

more fun

I learned more about

using the computer from this

WebQuest.

I could follow

directions on the

WebQuest

Filling out my

passport was easy

I could easily fill out

the poster on the

computer

My partner and I

worked well

together

Total

Results

Modeled Group

                 

M Avg. 2.3478 2.4347 2.6086 2.3043 2.7826 2.1739 2.4347 2.4782 19.565

SD 0.7140 0.7277 0.782718 0.822125 0.518435 0.777652

0.843482

0.790257

2.370771

NotModeled

Mean 2.1 1.5 1.5 1.8 2.3 2.444444

2.1 2 15.8

SD 0.737864787

0.849837 0.707107 1.032796 0.674949 0.849837

0.994429

1.054093

3.994441

T-Test 0.185603827

0.001483*

0.000282*

0.072038 0.016135 0.144881

0.164168

0.079546

0.000972*

Table 6: Results of Student Perception Questionnaire Brownfield: Second Grade

Research Question 1

Can 1st graders benefit from web-based learning?

Our results indicate that the students do benefit from web-based learning. Most of the students responded on the

questionnaire that they found the webquest interesting and many indicated that they learned more about Ireland through

this process. We also observed that the students were enjoying the process while they were doing it. Overall the

webquest was much more beneficial to the first grade students in the modeled groups. Both teachers agree that this

is the only way they would present webquest to their first grade students. The rubric results overall also support this

notion.

Research Question 2

How much modeling is necessary for 1st grade Webquests?

Our results indicated that modeling is a very important part of integrating webquests into an early elementary classroom.

Detailed modeling in all aspects from webquest navigation to working well with a partner should be included in the

webquest’s introduction. The results of this study also indicate that as students

progress academically, the need for modeling might decrease. This notion is supported because there was no significant difference between modeled and non-modeled groups in second grade. This can be explained in the case of Mrs.

Brownfield’s students because her second grade technology classes include much more advanced skills than her first

grade classes.

Research Question 3

Does modeling the Webquest improve student’s attitude towards Webquests?

Our results also indicate that modeling the webquest improves student’s attitudes towards the webquest in first and second grade students. In all three cases the questionnaire results

were overall more positive in the modeled groups than in the non-modeled groups.

Research Question 4

Does working with a partner affect a student’s attitude towards a Webquest?

Our results indicate that working with a partner does affect a student’s attitude towards a webquest particularly when modeling is involved. In both first grade case studies

there was a significant difference in attitudes concerning the question “working with a partner made this project more fun”. We attribute this difference to the modeling process because during the demonstration correct conduct when working with

a partner was modeled and discussed.

CorrelationsIn both case studies, the modeled group performed better on the St. Patrick’s Day WebQuest than the

non-modeled group.

Overall, the modeled group was more accurate at following the directions and completing the

assignments.

After reviewing the results from the questionnaires, the one area that varied greatly between the modeled and non-

modeled groups was the issue of working with partners. We believe this

is due to the teacher discussing appropriate behavior when working with

a partner with the modeled group.

Conclusions

Ultimately, we believe that a webquest is a powerful tool to use in a first grade classroom. The webquest is most effective when the teacher models it for the students and serves as a scaffold throughout the

process.