Chapter 5: Student and Teacher Perceptions of The Webquest Model in Social Studies: A Preliminary Study

WebQuests have become ubiquitous and are the default Internet-based curriculum model. Touted by advocates as increasing student learning and motivation, little empirical study of this model has been done. This preliminary study was an attempt to add to the sparse research literature on WebQuests. Following an intensive summer institute on Internet technology in citizenship education, 32 teachers (grades 3–11) developed and implemented WebQuests with their students (n = 796). After participants implemented these WebQuests, data were collected from students and teachers on various aspects of the WebQuest model including student enjoyment, perceived student learning, and student involvement relative to a ‘regular’ lesson. Results were mixed. A majority of students enjoyed the WebQuest model, felt they learned more, and felt they had more control over their own learning using the model compared to a traditional lesson. The participating teachers also had generally positive reactions to student use of the model. However, a number of students (and a few of the participating teachers) had less positive reactions. Data suggested that the model may not be uniformly accepted by all students. In addition, data called into question some widely held beliefs concerning the innate motivational benefit of the WebQuest model. Moreover, these results suggested more detailed investigation of the manifestation of the model; namely, that not all WebQuests are created equal. Further study of the impact of the WebQuest model on student learning and motivation in other contexts is strongly recommended.