A WebQuest Writing Activity：Its Effects on Fourth Graders’Achievement and Motivation

• Main Authors: TSAO. YU CHUN, 曹宇君
• Other Authors: 單文經
• Format: Others
• Language: zh-TW
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/79778263841967253096

碩士 === 佛光大學 === 教育資訊學系 === 95 === The purpose of this research was to examine the effects of a WebQuest writing activity on students’ writing performance and intrinsic motivation. Using 30 fourth graders at an elementary school in Keelung as subjects for six weeks, the research involved the use of a pre and posttest quasi-experimental design. In addition to quantitative research analyses, qualitative ones were also used. “Rubric for Descriptive Writing” and “Intrinsic Motivation Inventory for WebQuest Writing Activity” were used to analyze students’ writing achievement and their intrinsic motivation for the activity. Moreover, interview notes with writing graders, semi-structured student questionnaires, video discs, and group work were analyzed to understand the other aspects of the writing activity. The results indicated that the WebQuest learning activity could be helpful in enhancing students’ writing abilities. In other words, students’ posttest subscores (including content richness/appropriateness, organizational structure, and writing techniques) were statistically significant higher than their pretest subscores. Additionally, means of students’ intrinsic motivation subscores were higher than the midpoint of the scale. These suggested that students enjoyed the activity and they were satisfied with their writings. Besides, students felt that they put in a good amount of effort during the learning process. Unfortunately, students also felt pressured or tensed while participating in the activity. Qualitative data revealed that students’ performances might be affected by their understanding of the content of a Web site. Students with high comprehensive abilities were more likely to produce writings that were different from those posted in the Web site. On the other hand, students whose comprehensive abilities were low needed to use more media (e.g., videos and/or pictures) to help them understand the content of a Web site and to stimulate their thoughts. But even so, these students tended to plagiarize much of what was described in the Web site. Most students indicated that the writing activity could improve their writing abilities, computer skills, and relationships with peers. In addition, after receiving assistance from more capable peers, medium academic achievers felt less pressured and consequently became more willing to learn. Also, high academic achievers might feel satisfies with their learning as a result of helping others.