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Does Credibility Count?: Singaporean Students’ Evaluation of Social Studies Web Sites

Does Credibility Count?: Singaporean Students’ Evaluation of Social Studies Web Sites

Malkeet Singh, Marie K. Iding
Copyright: © 2013 |Pages: 16
ISBN13: 9781466618589|ISBN10: 1466618582|EISBN13: 9781466618596
DOI: 10.4018/978-1-4666-1858-9.ch014
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MLA

Singh, Malkeet, and Marie K. Iding. "Does Credibility Count?: Singaporean Students’ Evaluation of Social Studies Web Sites." Evolving Psychological and Educational Perspectives on Cyber Behavior, edited by Robert Z. Zheng, IGI Global, 2013, pp. 230-245. https://doi.org/10.4018/978-1-4666-1858-9.ch014

APA

Singh, M. & Iding, M. K. (2013). Does Credibility Count?: Singaporean Students’ Evaluation of Social Studies Web Sites. In R. Zheng (Ed.), Evolving Psychological and Educational Perspectives on Cyber Behavior (pp. 230-245). IGI Global. https://doi.org/10.4018/978-1-4666-1858-9.ch014

Chicago

Singh, Malkeet, and Marie K. Iding. "Does Credibility Count?: Singaporean Students’ Evaluation of Social Studies Web Sites." In Evolving Psychological and Educational Perspectives on Cyber Behavior, edited by Robert Z. Zheng, 230-245. Hershey, PA: IGI Global, 2013. https://doi.org/10.4018/978-1-4666-1858-9.ch014

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Abstract

Two studies investigated Singaporean junior college students’ determinations of the credibility of social studies Web sites. In the first study, participants selected Web sites that they determined to provide objective and accurate representations of their topics, provided reasons for their selection, and described Web site authors’ vested interests. They also selected Web sites that illustrated misrepresentations, explained why, and described authors’ vested interests. Finally, they rated their own competence and confidence about different aspects of Web site information accuracy. Qualitative analyses of participants’ written comments revealed a strong awareness of political vested interests of Web site authors, a topic that had not emerged in previous research. In the second study, analyses of students’ responses to questionnaires about a more credible and a less credible Web site provided by their instructor indicated that students rated the more credible Web site higher. Students’ ratings of their general confidence in evaluating Web sites on accuracy/truthfulness as well as their confidence in detecting misrepresentations in Web sites were used as criteria in a reduced multiple regression model. Results showed that students generally differed in their perception of the two Web sites. Implications for future research are discussed.

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