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The Effect of the Web-Quest Inquiry Learning Model in Enhancing Critical Thinking and Motivation for Grade Eight Science Students

The Effect of the Web-Quest Inquiry Learning Model in Enhancing Critical Thinking and Motivation for Grade Eight Science Students

Othman Abu Khurma, Nagla Ali, Rida Blaik Hourani
Copyright: © 2023 |Pages: 23
ISBN13: 9781668457092|ISBN10: 1668457091|EISBN13: 9781668457108
DOI: 10.4018/978-1-6684-5709-2.ch012
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MLA

Abu Khurma, Othman, et al. "The Effect of the Web-Quest Inquiry Learning Model in Enhancing Critical Thinking and Motivation for Grade Eight Science Students." Handbook of Research on Facilitating Collaborative Learning Through Digital Content and Learning Technologies, edited by Jared Keengwe, IGI Global, 2023, pp. 238-260. https://doi.org/10.4018/978-1-6684-5709-2.ch012

APA

Abu Khurma, O., Ali, N., & Blaik Hourani, R. (2023). The Effect of the Web-Quest Inquiry Learning Model in Enhancing Critical Thinking and Motivation for Grade Eight Science Students. In J. Keengwe (Ed.), Handbook of Research on Facilitating Collaborative Learning Through Digital Content and Learning Technologies (pp. 238-260). IGI Global. https://doi.org/10.4018/978-1-6684-5709-2.ch012

Chicago

Abu Khurma, Othman, Nagla Ali, and Rida Blaik Hourani. "The Effect of the Web-Quest Inquiry Learning Model in Enhancing Critical Thinking and Motivation for Grade Eight Science Students." In Handbook of Research on Facilitating Collaborative Learning Through Digital Content and Learning Technologies, edited by Jared Keengwe, 238-260. Hershey, PA: IGI Global, 2023. https://doi.org/10.4018/978-1-6684-5709-2.ch012

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Abstract

This chapter investigates the effect of Web-Quest as a medium for teaching grade eight science in two different schools in Jordan. Quasi-experimental research was used with the research participants purposefully sampled from grade eight science students from the living organism science unit as the field of experimentation. The study encompassed an experimental group (N=36) where a Web-Quest instructional model was employed and a control group (N=35) where conventional teaching was used. The data were collected using a critical thinking test and a motivation test. Data were analyzed using descriptive and analytical statistics. The findings show that Web-Quest deployment enhanced critical thinking skills and motivation in comparison to conventional teaching.

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