DEVELOPMENT OF A WEBQUEST AS AN INSTRUCTIONAL MATERIAL IN

TEACHING CONSERVATION OF MECHANICAL ENERGY FOR GRADE IX

LEARNERS

An Undergraduate Thesis
Presented to the Faculty of the
Department of Science and Mathematics Education
College of Education
MSU - Iligan Institute of Technology
Iligan City

In Partial Fulfillment of the Requirements for the Degree

Bachelor of Secondary Education
Major in Physics

Michael Oriel Boniao

Alinor H. Serabo

December 2019
 ii

APPROVAL SHEET

In partial fulfillment of the requirements for the degree of Bachelor of Secondary

Education major in Physics, this undergraduate Thesis entitled the “Development Of A
Webquest As An Instructional Material In Teaching Conservation Of Mechanical
Energy For Grade IX Learners”, prepared and submitted by Alinor H. Serabo and
Michael Oriel Boniao, are hereby recommended for approval.

PROF. ELESAR V. MALICOBAN

Date Adviser

Accepted by the Oral Examining Committee with a grade of .

MR. NIEL ALFIE Y. LASTA MS. IVY CLAIRE MORDENO

Panel Panel

Accepted and approved in partial fulfilment of the requirements for the degree of
Bachelor of Secondary Education major in Physics.

DR. MONERA A. SALIC-HAIRULLA DR. AMELIA T. BUAN

Chairman, DSME Dean, College of Education

Date Date
 iii

ABSTRACT

Michael Oriel Boniao, Alinor H. Serabo, Bachelor of Secondary Education

Major in Physics, College of Education, Mindanao State University- Iligan Institute of
Technology, Iligan City. “DEVELOPMENT OF A WEBQUEST AS AN
INSTRUCTIONAL MATERIAL IN TEACHING CONSERVATION OF MECHANICAL
ENERGY FOR GRADE IX LEARNERS.” Adviser: Elesar V. Malicoban.

Many studies showed that students find Physics subject difficult. To address this
issue, the researchers aimed to develop a WebQuest on Conservation of Mechanical
Energy as an instructional material taking advantage of the rapid digitization.

This study used the quasi-experimental design for data gathering and purposive
sampling in selecting the respondents. This study is conducted in two (2) phases—
Development and Validation. Under the Development Phase, the WebQuest is created
via google site having six (5) parts namely Introduction, Task, Process, Evaluation, and
Conclusion. Each part was constructed according to the guidelines from K to 12 Basic
Education Science Curriculum Guide. Next is the Validation Phase, in this phase, the
developed WebQuest were evaluated by selected experts in the Content (6) and ICT (6)
using the modified evaluation forms adapted from Zunal WebQuest Rubric (Final
Version) and FitEd.org to assess the efficiency in terms of its content and ICT effect.
Then, the mean/average rating is computed to analyze and interpret the ratings given
by the experts.

Findings revealed that the developed WebQuest were rated ―Target‖ for Content
effect and ―Target‖ for ICT effect. Based on the results, the WebQuest was found to be
―excellent‖ thus making it a good internet-based instructional material.
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ACKNOWLEDGEMENT

The researchers wish to extend their sincerest gratitude and appreciation to the

following people:

To our adviser, PROF ELESAR V. MALICOBAN for his constant guidance as

well as for providing necessary information and instruction which made our study

possible.

To SIR NIEL ALFIE Y. LASTA and MA’AM IVY CLAIRE MORDENO, the panel

members, for their guidance, suggestions and feedbacks that have been absolutely

invaluable.

To the DepEd office of the division of Iligan City, the Schools Division

Superintendent, School Principal and the Science teachers of Iligan City National High

School for allowing us to conduct their research.

To the researchers‘ beloved families for their undying support morally, spiritually,

and financially.

To their friends, relatives, and classmates for their encouragement and

unconditional support providing us confidence in pursuing this study.

Above all, the researchers are forever grateful to FATHER ALMIGHTY who is

the most beneficent and most merciful. It is by His grace and mercy that we were able

to make it happen. For being with us always, thank you!

Alinor,Oriel
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TABLE OF CONTENTS

CONTENT Page
TITLE PAGE i
APPROVAL SHEET ii
ABSTRACT iii
ACKNOWLEDGEMENT iv
TABLE OF CONTENTS v
LIST OF FIGURES vi
LIST OF TABLES vii
LIST OF APPENDICES viii

CHAPTER

I. THE PROBLEM AND ITS SCOPE 1

Introduction 1
Theoretical Framework 2
Conceptual Framework 3
Statement of the Problem 4
Significance of the Study 5
Scope and Limitations of the Study 6
Operational Definition of Terms 6

II. REVIEW OF RELATED LITERATURE 8

Related Literature 8
Related Studies 18

III. RESEARCH METHODOLOGY 19

Research Design 19
Respondents of the Study 20
Data Gathering Procedure 20
Instruments Used in the Study 22
Statistical Tools Used 23
Coding of the Respondents 23

IV. RESULTS AND DISCUSSION 24

V. SUMMARY OF FINDINGS, CONLCUSION AND RECOMMENDATIONS 35

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LIST OF TABLES

Table Title Page

1 Rating Scale 22

2 K-12 Science Curriculum Guide in Physics 24

(Work, Power and Energy)

3 Content Experts‘ Evaluation about Developed 29

WebQuest

4 ICT Experts‘ Evaluation about Developed WebQuest 32

5 Comments and Suggestions by the ICT Experts 34

 vii

LIST OF FIGURES

Figure Title Page

1 Research Paradigm 3

2 Flow Chart of the Research Design 21

3 Introduction Section of the WebQuest 25

4 Task Section of the WebQuest 26

5 Process Section of the WebQuest 27

6 Evaluation Section of the WebQuest 27

7 Conclusion Section of the WebQuest 28

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LIST OF APPENDICES

Appendix Title Page

1 Evaluation of the WebQuest Likert Scale 42

(Content Experts)

2 Evaluation of the WebQuest Likert Scale 46

(ICT Experts)

3 The Developed WebQuest 50

 CHAPTER I

THE PROBLEM AND ITS SCOPE

Introduction

The educational system in our country is undergoing changes as technology

evolves rapidly over the past two decades. However, the challenge lays on how fast the

students and teachers adapt to these changes and find ways to take advantage of this

rapid digitization. According to Agarwal (2019), how we meet this challenge depend on

how teachers address the fundamentals of delivering education in schools and how this

digital age demands a changed mindset about schooling, learning, teaching, and

assessment.

Inquiries have been done on the views of high school students and physics

teachers about Physics and it was found that students find this subject difficult as they

are required to employ variety of methods of understanding and to contend with different

representations all at the same time (Angell et al., 2004). However, educators and

researchers didn‘t stop in finding ways to address this concern. Research says, to

enhance and to ensure acquisition and retention of scientific concepts, students must

engage in their learning tasks actively (Tural, 2015). The teachers are encouraged to

expose students in various activities that can support and enrich students learning like

engaging in hands-on activities, workshops, educational games and practical activities

that can elevate their knowledge, comprehension, application, motivation and interest in

learning physics. Teaching the concepts of physics is difficult and seems abstract to the

students. It needs more deep understanding in order to have a solid foundation. The
 2

books are one of the sources available but then it is very limited and costly to

accommodate all the students in a classroom. In the cone of experience, what the

students read and hear is in the lowest point based on abstraction and on the number of

senses involved. With this idea, the result of using of Web Quest will provide us an idea

and opportunity for students to engage more in learning as it promotes practical

experience, critical thinking and team learning.

Theoretical Framework

A teacher‘s purpose is to provide learners knowledge in a more comprehensible

way to elevate students‘ learning progress. There are a lot of teaching strategies that

can help learners increase their performance inside the classroom. One of these is

Constructivism Learning Theory.

Constructivism is a theory which suggests that people produce knowledge and

form meaning based upon their experiences. It is the principal theory behind the Web

Quest model, supporting Inquiry-Based Learning and Scaffolding Learning. Constructive

environments are interactive and therefore, facilitate the construction of knowledge

through the use of tools, collaboration with others, and position the learner at the center

of the instructional process (Shuell, 1990). Web Quests facilitate understanding and the

creation of connections between the areas of learning and also provide opportunities for

reflection and association of the learning ideas with the real world (March, 2004).
 3

In the constructivism approach, students build or construct their own

understanding and knowledge through their real life experiences. Teachers allow

students to engage in real world problems and various activities that would test their

abilities and capabilities as an active learner.

Conceptual Framework

Figure 1. Research Paradigm

For the first phase, the Development involved the selection of topic, gathering of

information for the content. This involved also the actual process in planning and

developing WebQuest, as well as searching for available evaluation forms (content

expert and ICT expert) to be adapted in this study. The planning of objectives and

problems of the study needed to be solved were done in this phase. Based on the

existing K-12 curriculum guide of Department of Education (DepEd), the topic

Conservation of Mechanical Energy was chosen.

 4

After the development, the developed WebQuest on the concept of Conservation

of Mechanical Energy was assessed by six (6) In service science teachers in Iligan City

National High School and MSU-IIT and another six (6) ICT experts in College of

Education, MSU-IIT. They evaluated the content of WebQuest including web sources

and the design of the developed WebQuest. The evaluation forms that they used in the

validation process were adapted from other related studies.

Statement of the Problem

This study on the development of a WebQuest as an Instructional Material in

Teaching Conservation of Mechanical Energy for Grade 9 learners sought to answer the

following questions:

1. How to develop a WebQuest in teaching conservation of mechanical energy for

Grade 7 Learners?

2. How is the WebQuest evaluated and validated?

2.1 What is rating as well as comments and suggestions of the:

2.1.1. Content effect

2.1.2. ICT effect

2.2 What are the comments and suggestions by the experts with respect to the

developed WebQuest?
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Significance of the Study

A. Students

This study will provide the students meaningful learning experiences that would be

useful in building their knowledge, understand concepts, facts, theories, and laws in the

simplest way and utilizing learners‘ capabilities and abilities in learning Physics topics. It

will also help learners develop their collaboration skills and use their Higher Order

Thinking Skills (HOTS) hence, students will have in-depth learning of the topic

Conservation of Mechanical Energy.

Web Quest is an instructional material that integrates technology in the classroom.

With this, students are able to delve into the concepts, facts, and tasks provided for

them. Students will experience a teaching-learning process that is far away from the

traditional way of teaching thus; students will be equipped with information from the Web

Quest. This will provide significant contribution to the learners in increasing their

participation and motivation during the teaching-learning process.

B. Teachers

This study will provide teachers helpful information about the effectiveness of Web

Quest as an Instructional Material in Teaching. It will also help teachers by creating a

more interesting and innovative teaching-learning experience which will help increase

the level of motivation and participation from students.

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C. Researchers

This study will encourage future researchers to conduct research on development

of Web Quest activities as teaching strategies.

Scope and Limitations of the Study

This study features the process of developing a WebQuest activity that focused

on the topic Conservation of Mechanical Energy for Grade 9 students. The developed

WebQuest were evaluated and validated by the selected teachers of Iligan City National

High School and MSU-IIT who had knowledge in the field by using the instrument rubric

and adapted evaluation forms. The developed WebQuest has five (5) parts, namely:

introduction, task, process, evaluation and conclusion included in the activity.

 7

Operational Definition of Terms

Content Expert. A teacher who has knowledge and is renowned in teaching Physics

who will evaluate the validity of the developed WebQuest in terms of its content effect.

Development. It refers to the actual process involved in preparing and designing a

WebQuest activity via Google Site.

Evaluation. It refers to the process of evaluating the validity of the developed

WebQuest activity by the Content and ICT experts through the adapted evaluation

forms.

Google Site. It is an instructional material connected to the Internet which contains one

or more pages on the World Wide Web. It is used in creating a WebQuest.

ICT Expert. A teacher who has knowledge in multimedia presentation and in

technology who will evaluate the validity of the developed WebQuest.

Instructional material. It is a medium used in supporting and delivering content to help

the learners in visualizing and understanding the lesson.

WebQuest. It is an inquiry-oriented online tool for learning. It is a classroom-based

lesson in which most or all of the information the students explore and evaluate comes

from the World Wide Web.

 CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter presents the related literature and studies relevant to current study

which led to the idea of developing a WebQuest as a teaching tool.

Related Literature

Teaching Physics in the 21st Century

Teaching is a communication process between teachers and students. It plays a

vital role in the students‘ acquisition of information that may differ according to their

different speed of learning (Adu et. al, 2009).

Research found that in the field of Science, Physics is regarded to be a difficult

subject for the students (Setyani et. al., 2017). There are several reasons as to why the

concept of Physics is challenging to learn. These include (1) abstract concept, (2)

complex systems, (3) students‘ prior knowledge, (4) understanding of finite symbol, and

(5) Misconceptions that occur in students. Added by Alfaifi (2013), students often find

learning scientific content like Physics unimportant because they cannot connect new

knowledge to their daily lives which often results to the absence of interest, motivation

and eventually to learning failure. For this reason, teachers must be able to use varied

methods, learning tools, and strategies to improve students‘ understanding of Physics

concepts. Moreover, present learning is being taken for granted because of the scarcity

of materials needed for both teachers and learners, lack of interest on the part of the
 9

students, and the boredom they experience on the way their teacher transmits the

information to them.

21st Century Learners in the Classroom

The world is constantly changing to prepare learners in the new world, teachers

need to change the way they educate them.

In the 21st Century classroom, educators are facilitators of students‘ learning and

makers of productive classroom settings in which learners can develop the skills they

will need in the workplace (Characteristics of a 21st Century Classroom, 2008). The

classroom focuses on students experiencing the environment they will enter—21st

Century workers. The curriculum in the classroom is designed to integrate many skills

and intelligence levels and make use of technology and multimedia. The classroom are

no longer based on textbooks, instead they are more to project-based. Here, skills and

content are learned through research and projects, while textbooks are used as one

possible resource. Students collaborate with people from different schools and different

countries to learn about issues that affect us, as well as how to solve them today and in

the future. This collaborative project-based curriculum cultivates the higher order

thinking skills, and knowledge of technology. What sets the 21st Century classroom

apart from the 20th Century classroom is its interdisciplinary nature. Instead of single

subject taught at a time as a norm in the past, today, collaboration is the trend for all

students‘ learning. In order to educate in the 21st Century, teachers and administrators

are required to develop and sustain the students‘ interest in the material (lesson)

through showing the application of this acquired knowledge in real life situations. Also,
 10

they must be able to increase their students‘ curiosity to help them become lifelong

learners. They should be flexible as well as with their methods of teaching and provide

the learners the resources to continue learning even outside the schools (―The Role of

Education in the 21st Century‖, n.d).

According to Clark (2009), recent generation-students are digital learners who

literally take the world via filter of computing devices such as cellular phones, hand held

gaming devices, including computers, TVs, and game consoles at home. Much of

today‘s information are package in a normal form and are presented in an interactive

manner at a rapid rate, wherein society is bombarded by television, magazines,

billboards, radio, cellphones and other electronic gadgets.

It was found that students are more motivated to participate in a classroom that

uses games with reward system as a teaching method, most especially students who

are low-performing performing (Holly Korbey, 2014). This implies that learners of recent

generation differ greatly from learners of yesterday. For this reason, Gee (2005)

suggested that for a student to learn, one should make their learning experience a

game-like enterprise.

Learners are challenged to exercise all the physical, mental, and emotional

faculties to gain knowledge and cultivate skills to prepare them for life in general and

their quest for education in particular. Things which are directly accessible to their

senses like playing a game or performing a task which integrates problem solving as

players go along the way, helps them develop their ability to understand abstract
 11

concepts, manipulate symbols, reason logically and to generalize (Rodgers et. al,

2006).

According to Pennant (2013), a problem is something you do not know how to

solve immediately and there is a gap between where you are and getting started on a

path to solution. This implies that students need to think and playing-with-the-problem

time. Hence, they need to test out ideas, make conjectures, go up ‗dead end‘ and adjust

their thinking from what they have learned, discuss ideas with others, and be

comfortable to take risks. When students are able to perform these, then that enables

them to step into problems independently, instead of relying on their teachers on what

to do. Also, there are many skills that students need in order to be successful in the 21st

Century. Some of these are: Ability to work in teams, Critical thinking skills, Oral

presentation skills, Written communication skills, Ability to use technology, Willingness

to examine civic and global issues, Ability to conduct research to learn about issues and

concepts, Chance to learn about new career opportunities

Jennie Pennant (2013) claimed that, ―As teachers, we can support our students

to develop the skills they need to tackle problems by the classroom culture we create. It

needs to be one where questioning and deep thinking are valued, mistakes are seen as

useful, all students contribute and their suggestions are valued, being stuck is seen as

honorable and students learn from shared discussion with the teachers, teaching

assistant (if present) and peers.

 12

Technology as Part of Education

The integration of the 21st century technology has been widely used in the

teaching profession these past couple of years. With the emergence of the internet, the

possibilities of learning have widened and vast ranges of information are easily

distributed and shared throughout the web. With the continuous development of

technology, academic learning have also been accepting and adjusting to its progress.

Wide varieties of tools were made to make student learning more effective and

immersive. With the changing societal landscape and global learning structure, students

must be exposed to the new essential tools in learning.

Computers have rolled a big part in teaching and learning process. Technology

has been used in instructional practices in different ways for the betterment of student‘s

learning (Barab, et al., 1996, Owens, et al., 2002). Nowadays, students can access

online education and they can communicate with other students virtually (Ramey,

2013). Matthew (2000) also added that students who were absent can access all of the

instructional materials even if they are away from school and when their schedule is full.

In Nigeria, the use of computers in distance education has become popular with

increasing emphasis on individualized programs of instruction and rising development of

computer technology learning at all levels of education is made easier (Onasanya,

2004).

According to Cox (2015), technology‘s impact has been good and significant in

schools today. The way teachers teach and students learn has completely changed

since the adoption of technology. Teachers nowadays are learning how to use emerging
 13

technologies (tablets, iPads, Smart Boards, digital cameras, computers), the same as

well with the students who are also using advanced technology to develop their

leanings. The basic knowledge and exposure of the students in the use of technology

can be a great edge for them in terms of flexibility in their future professions, especially

in the fields that greatly deal with the use of modern day devices and apparatuses.

Guzey, S. S., & Roehrig, G. H. (2009) cited that educational technology tools

such as computers, probe ware, data collection and analysis software, digital

microscopes, hypermedia/multimedia, student response systems, and interactive

whiteboards can help students actively engage in the acquisition of scientific knowledge

and development of the nature of science and inquiry. This new educational technology

is supporting both teaching and learning processes, technology has digitized

classrooms through digital learning tools. It has expanded course offerings; it has

increased students‘ engagement and motivation towards learning (Ramey, 2013).

ICT (WebQuest) as E-Learning

The development of web-based learning system is to encourage the

freedom of self-learning, to promote interaction and cooperation based on the

concepts and theories of project-based learning and Imagineering learning, and, to

create instructional activities based on the new concepts corresponding to characteristic

development of learners in the 21st century, which enables the learners to have

creativity and ability to generate new innovation (Chatwattana and Nilsook, 2017).
 14

Rogoff (1990), Savery & Duffy (1995) and Barab et. al. (1996) stated that being

independent in finding answers to their own questions is one of the aims of an Inquiry-

Based Learning, and teach students on the process of conducting research effectively.

Simon (2015) stated that great sources of reliable information and good activities

are already in textbooks. But not all of those activities were particularly engaging for

students. By leveling up the instructional practices through web-based resources,

engagement of students is better, more exposure to authentic content, and engage in

collaborative activities that trigger their critical thinking and creativity. It is the fact that it

can offer students a "virtual teacher" because students can access the instructional

materials anytime, anywhere.

Matthew and Doherie-Poirier (2000) added that the needs of more diverse

student can be met through the use of Web-Based Instruction. WBI can help a teacher

to address a class with different abilities and knowledge. WBI also allows students to

work at a pace that is more comfortable - some students work faster than their peers

while others may wish to take longer. In addition, the use of WBI provides the

opportunity for multiple grade levels to be accommodated in the same classroom at the

same time. Furthermore, in teacher preparation, research has shown that WebQuest

enhanced problem-solving skills, higher order thinking, motivation, creativity, critical

thinking, active learning, connection to authentic contexts (Abu-Elwan, 2007; Allan &

Street, 2007; Lim & Hernandez, 2007) and assisted in bridging the theory to practice

gap (Lim & Hernandez, 2007).

 15

Buenconsejo (2016) added that the key advantages in utilizing web-enhanced

learning instructional material include improved open access to education, better

integration and improved interactions between learners and teachers, provision of tools

to enable learners to solve problems independently and acquisition of technological

skills through practice with tools and computers.

Edutopia (2017) defined project-based learning as a dynamic classroom

approach in which students actively explore real-world problems and challenges and

acquire a deeper knowledge. With this type of active and engaged learning, students

are inspired to obtain a deeper knowledge of the subjects they're studying. When

project-based learning is infused with technology, it may look and feel like a 21st -

century idea, but it's built on a venerable foundation.

Kay (2011) viewed that 21st century education and Project Based Learning have

the potential to create ever-increasing support for one another. The 21st century

education is a vision for how we alter 50-year old education objectives to meet the

needs of modern life, citizenship and work. In most places where it is being pursued at

its core, 21st century education has been about focusing attention on student‘s ability to

incorporate the 4Cs (critical thinking, communication, collaboration, and creativity) into

their arsenal of knowledge and skills. As cited by Gomez (2016), project-based learning

is a strategy that offers many advantages. The learning occurs in the context where

interdependence and cooperation are crucial for getting things done.

According to Mergendoller and Larmer (2015), if done well, Project-Based

Learning yields great results. But if it‘s not, two problems are likely to arise. First, lot of
 16

assignments and activities that are labeled as ―projects‖ but which are not rigorous PBL,

and student learning will suffer. Or, we will see projects backfire on underprepared

teachers and result in wasted time, frustration, and failure to understand the possibilities

of PBL. Then PBL runs the risk of becoming another one of yesterday‘s educational

fads – vaguely remembered and rarely practiced.

Defining a WebQuest

The mind behind the model for WebQuest was Dr. Bernie Dodge, a professor of

Educational Technology at San Diego. It was created back in 1995 with the help of Tom

March who first designed a fully developed WebQuest for PacBell‘s Knowledge Network

(Pinantoan, 2013). The two men introduced the WebQuest to the educational

community with the intention to cope up to the advancement and continuous integration

of information and communication technologies in education system.

According to Dodge (1995), ―A WebQuest is an inquiry-oriented activity in which

some or all of the information that learners interact with comes from resources on the

internet, optionally supplemented with videoconferencing‖. Dodge further discussed that

there are two levels of WebQuest that need to be distinguished from one another and

these are the Short Term WebQuests that are ―designed to be completed in one to

three class periods‖, described as knowledge acquisition and integration by Dimension

2 in Marzano‘s (1992) Dimensions of Thinking model and the Long Term Webquests

―will typically take between one week and a month in a classroom setting‖, described as
 17

extending and refining knowledge by Dimension 3 in Marzano‘s (1992) Dimensions of

Thinking model.

According to Dodge (1995) in his ―Some Thoughts About WebQuests‖ it was

stated there that there are significant components that should be included in the content

of a WebQuest including introduction, task, information sources, process, evaluation

and conclusion in order to ensure its efficiency and to achieve the desired outcome for

the learners. Also, he added that activities in WebQuests are more on group activities

and might be interdisciplinary enveloped with motivational elements. With this,

educators have found other ways on how to infuse the Internet in classrooms for the

inquiry-based teaching and learning process that could transform the information into

authentic learning (Renau & Pesudo, 2016).

WebQuests are valuable tools for some reasons. First, they have the ―ability to

contextualize learning in a variety of meaningful ways‖ (Vidom & Maddux, 2002). It also

helps in guiding ―students‘ understanding of knowledge by immersing them in multiple

resources‖ (Peterson, Caverly, & MacDonald, 2003). And lastly, ―as students take

ownership during the WebQuest, they are likely to retain this information because they

have control over the information to which they are exposed and presumably are

interested in learning the information‖ (Gee, 1990; Sankaran & Bui, 2000; Smith &

McNelis, 1993; in Vidom & Maddox, 2002).

 18

Related Studies

In a quantitative research conducted in secondary school in Kazakhstan,

WebQuests provide a learning environment, promote critical thinking skills, creativity,

and motivational upshot on learners as well as perceived to be a well-organized tool in

teaching and in learning. It also helps to facilitate and to support knowledge acquisition

and problem-based learning respectively. It also upholds group work activities and

establishes interaction among the students (Seitkazy, Toleubekova, Amanova,

Tashetov, Iskakova & Demissenova, 2016).

According to Genovia, Tamse & Eslit (2017), ―study revealed that the students

performed in the Webquest activity on Biodiversity, they were able to acquire more

knowledge on Species diversity, Taxonomic Classification of Living Things and

Protection/ Conservation of Endangered Species. The overall performance of the

students in the posttest was significantly higher compared to that in the pretest.‖

Moreover, Strickland (2005) carried out a study investigating the use of

WebQuest in teaching-learning process. He compared the use of WebQuests with

traditional instruction. The result of the studies showed that the control group or those

students who belong to the traditional instruction scored higher on their end-of-unit

exam than the experimental group or those students who use WebQuest in their

activity. One possible reason for result may lie to the topic chosen by the teacher. With

this, this study tells that, in creating a WebQuest, the topic must be carefully chosen

because it may hinder in getting a good result during the implementation of WebQuest

in the classroom.
 CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the research design, respondents of the study, and data

collection. This also includes selection criteria, instruments used, and data analysis.

Research Design

This study used both quantitative and qualitative approach to examine the data

that were gathered by the researchers. A quantitative research method analyzes the

statistical data that were collected through survey. Qualitative approach was used in

interpreting the range of the data gathered. In addition, the researchers used purposive

sampling in selecting the respondents of the study. This study was conducted in two (2)

phases:

Phase 1: Development. This involved the selection of topic, gathering of

information for the content. This involved also the actual process in planning and

developing WebQuest, as well as searching for available evaluation forms (Content

expert and ICT expert) to be adapted in this study. The planning of objectives and

problems of the study needed to be solved were done in this phase. This study chose

the topic Conservation of Mechanical Energy based on the existing K-12 curriculum

guide of Department of Education (DepEd).

Phase 2: Validation. The developed WebQuest on the concept of Conservation

of Mechanical Energy was assessed by six (6) In service science teachers in Iligan City
 20

National High School and MSU-IIT and another six (6) ICT experts in College of

Education, MSU-IIT. They evaluated the content of WebQuest which includes web

sources and design of the developed WebQuest. The evaluation forms that they used in

the validation process were adapted from other related studies.

Respondents of the Study

The respondents of this study are the selected In-service science teachers of

Iligan City National High School – Mahayahay, Iligan City, and MSU-IIT who have a

sufficient knowledge and experience in teaching Physics and also selected ICT experts

from College of Education – MSUIIT. The respondents of the study consist of 6 In-

service science teachers and 6 ICT experts. The respondents are asked to rate the

content and the overall design of the WebQuest activity through rating scales.

Data Gathering Procedure

The data gathering was conducted in two (2) phases. First is the development

phase, where planning and designing of WebQuest is accomplished. Second is the

validation phase where experts evaluated and rated the WebQuest activity according to

the adapted rubric.

 21

Process of Data Gathering

Figure 2. Flow Chart of the Research Design

The developed WebQuest will undergo expert evaluation in Content effect and

ICT effect. If the developed WebQuest will pass the evaluation, this will be ready now to

the presentation. If the WebQuest needs improvement, the researchers will go back on

developing and improving the WebQuest until it gets pass from the experts and ready

for presentation.
 22

Instruments Used in the Study

1. Developed WebQuest

The developed WebQuest will be constructed by using Google Sites since it is

free to use in making webpage-designed WebQuest. The content of the WebQuest

will be based on the chosen topic which is Conservation of Mechanical Energy.

2. Evaluation Forms

The evaluation forms used in the study will be adapted from the Zunal WebQuest

Rubric (Final Version) by Zafer Unal for the WebQuest. This was used by the

teachers in rating the developed WebQuest as well as in giving comments and

suggestions.

3. Rating Scale

The ratings collected from the evaluation forms given to the respondents were

tallied per question. The researchers used a frequency distribution table to

summarize the scores gathered. To analyze and interpret the data, arithmetic mean

was computed per question. The results were interpreted as follows:

Table 1: Rating scale

 23

Statistical Tools Used

The Arithmetic Mean is utilized in this study to analyze and interpret the

qualitative data (rubric rating of the developed activity using the rubrics. This is done by

adding up all the values of the ratings given by the experts and dividing them by the

sum of all the values. Mathematically, it is represented as,

X1 + X 2 + + X n
N

Where:

Xi = ith variable

N = Number of variables in the data set

Coding of the Respondents

The respondents were properly coded during the data analysis. IT was the code

for the In-service teachers and ICT was the code for the ICT experts. The following

codes were used ―IT1‖ was used to represent In-service 1, ―IT2‖ for In-service 2 and so

on. ―ICT1‖ means ICT expert 1, ―ICT2‖ means ICT expert 2 and so on. Comments and

suggestions of the respective respondents were also considered for the final revision of

the activity.
 CHAPTER IV

RESULTS AND DISCUSSION

This chapter presents the development of the laboratory activity and the results

of evaluation by the in-service teachers and ICT experts.

The Development Stage

Conservation of energy was the chosen topic of the researchers. The basis for

the selection of the topic is its appropriateness since the topic ―Conservation of Energy‖

falls under the Grade 9 fourth grading period of the K-12 Curriculum.

Table 2. K to 12 Basic Education Curriculum Guide for Grade 9

 25

1.1 Development Stages in WebQuest

The developed WebQuest has five (5) parts: Introduction, Task, Process,

Evaluation and Conclusion. Each part of the WebQuest was constructed according to

the guidelines from K to 12 Basic Education Science Curriculum Guide.

1.1.1. Introduction

The Introduction sets the stage or establishes the context of the WebQuest. It

catches the students‘ attention which will motivate students to learn. This section is

focused on telling a story/situation that shows the interesting application of the topic to

real life situations.

Figure 3. Introduction Section of the WebQuest

 26

1.1.2. Task

The Task section provides the mission that is given to the students. In this

WebQuest, the students‘ task is to explore the basics of energy and find out how it is

applied in the situation provided. The learning outcomes expected from this activity are

aligned to the learning competency of the K to 12 Science Curriculum Guide.

Figure 4. Task Section of the WebQuest

1.1.3. Process

The Process section describes the detailed, sequential steps that students must

follow to accomplish the task. The first step in the process is to answer certain

questions regarding the topic. And finally to create a diagram or design on the

application of the topic to real life situations based on their understanding.

 27

Figure 5. Process Section of the WebQuest

1.1.4. Evaluation

In this section, it shows how the outputs of the students are evaluated. The

evaluation will be based on the rubric composing of three (3) criteria namely: Accuracy,

Completion, and Neatness and Orderliness.

Figure 6. Evaluation Section of the WebQuest

 28

1.1.5. Conclusion

This is where a closing statement or generalization of what the students did

throughout the activity. It is where the learning experiences and students‘ achievements

are stated.

Figure 7. Conclusion Section of the WebQuest

2. Evaluation and Validation of the Developed WebQuest

The developed WebQuest were evaluated and validated by the six (6) Content

experts who are In-service Science Teacher from lligan City National High School

(Mahayahay, Iligan City) and another six (6) ICT expert who are professors in teaching

technology education from College of Education, MSU-IIT. The Content and ICT experts

had given adapted evaluation forms from Zunal WebQuest Rubric (Final Version) and

FitEd.org that were modified and arranged according to what part in the WebQuest that

needs to be evaluated.
 29

2.1 Content Effect on WebQuest

Table 3 shows the summary of results of the evaluation with their corresponding

interpretation based on the rating scale provided.

Table 3. Content Experts’ Evaluation about the Developed WebQuest

 30

As shown above, the experts evaluated eight (8) content categories of the

developed WebQuest. One category is the Title Page which had a mean score of 2.61.

This corresponds to a ―Target‖ rating which means that the WebQuest has an

appropriate title and description for the activity and the lesson is fitted for Grade 9

students.

Another is the Introduction section which also got a ―Target‖ rating from the

evaluators having a mean score of 2.58. This means that the Introduction section is

effective in setting the stage for the context of the activity provided that the cognitive

level of the task is attainable by the learners. It also shows that this section of the

WebQuest provides interest and motivation to the learners to continue engaging to the

activity.

The evaluators gave a mean score of 3 in the category related to evaluating the

Task section in the WebQuest. This means that the Task section attained the rating

―Target‖ for clearly stating the task and the learning outcome expected from performing

this activity.

Also, based on the results, the content experts gave a mean score of 2.33 for the

categories under the Process section. This means that this section got an ―Acceptable‖

rating from the evaluators. This implies that this section clearly defined the sequential

steps that guide the students in performing the activity to accomplish the desired

learning output. Each step is explained in a clear and definite manner that would be

easier for the students to understand.

 31

Another is the Evaluation section of the WebQuest. It serves as the guide in

evaluating the learning outputs of the students from the said activity as well as their

performance throughout the activity. There are two (2) categories under the Evaluation

section: 1.) clarity of criteria for evaluation and 2.) Relevance to the evaluation, the

overall mean score for this section of the WebQuest is 2.73, meaning this section got a

rating of ―Target‖ from the content evaluators. Based on the result, it can be implied that

the evaluation clearly stated and defined each criteria in assessing the students‘ work

and their performance throughout the activity.

Next is the Conclusion section with a mean score of 2.84 which means that it

also got a rating of ―Target‖ from the content evaluators. This means that the WebQuest

provided a good closing statement or summary of students‘ learning experiences

throughout the activity since it is clearly stated that the message of the conclusion is to

apply what they have learned to real-life situations and how they are expected to finish

the said activity.

Lastly, the Teacher Page of the WebQuest got a mean score of 3. This means

with this section, the Webquest was able to ―target‖ the standards and credits

embedded on the activity. Common core curriculum standard(s) were listed in words,

not only numbers, and they were relevant and the link(s) back to the standards website

is given. Credits/references were given for all of the content used from the external

resources (graphics, clipart, backgrounds, videos, etc.).

Based on the results of the evaluation, the WebQuest achieved an overall rating

of ―Target‖ having a mean score of 2.73. This implies that the developed WebQuest is
 32

able to target the learning competencies and is ready to be used by Grade IX students

who are taking the lesson on Conservation of Mechanical Energy.

2.2. ICT Effect on WebQuest

The ICT experts evaluated the developed based on the following categories: Use

of Graphics, Spelling and Grammar, Consistent Look and Feel, Navigation and Flow,

and the Mechanical Aspects. Table 3 shows the results of the evaluation on WebQuest

respectively. The evaluators rated the WebQuest as ―Acceptable‖ in the categories

related to Use of Graphics, Consistent Look and Feel, and the Navigation and Flow

while the categories related to Spelling and Grammar and the Mechanical Aspect of the

WebQuest were rated as ―Target‖.

Table 4. ICT Experts Evaluation about the Developed WebQuest

The Use of Graphics got a mean score of 2.33, this means that the selection and

use of graphic elements in the WebQuest are appropriate, relevant, not distracting and

not overused. In the category of Spelling and Grammar, it got a mean score of 2.5
 33

meaning the WebQuest modeled an appropriate language for the level of Grade IX

learners and the spelling and grammar have been checked carefully.

The mean score resulted from the category of Consistent Look and Feel is 2.33.

This implies that the WebQuest has consistent look and feel meaning the font size, font

style and color used were target for the WebQuest and it also provides consistent

working navigation from page to page.

In the category of the Navigation and Flow, the evaluation resulted a mean score

of 2.83 meaning the learners were able to manipulate the WebQuest continuously and

easily. This also implies that the WebQuest provides a sequential step on how to get to

the parts of WebQuest.

The Mechanical Aspects got a mean score of 2.66 meaning this part of the

WebQuest has no mechanical problems noted. There are no broken links, misplaced or

missing images, badly sized tables, misspellings and grammatical error. This inferred

that the WebQuest possesses a good mechanical aspect which allows students to use

the WebQuest with ease and without errors.

Table 3 emphasizes the 5 categories that a WebQuest must have in order to

have a good evaluation results by the 6 ICT experts. Based on the data mentioned, the

overall rating of the WebQuest with respect to ICT was ―Target‖ with a mean score of

2.53. This means that the WebQuest Overall design is suitable for students, free from

any distractions such as spelling, broken links and misplaced images, has a good

quality enough to interest learners in manipulating the WebQuest provided that it also

reinforces good learning environment for the students.

 34

2.3. Comments and Suggestions

The evaluators were asked to write their comments/suggestions on the

developed WebQuest and few of them cited. Table 4 shows the comments/suggestions

from the content and ICT experts to the developed WebQuest.

Table 5. Comments and Suggestions by the Content and ICT experts about the

Developed WebQuest

WebQuest
Content Experts ICT Experts
Description should be interesting enough. More attracting color.
Task and Process are not clear. Color scheme is not good.
Introduction is not interesting. Use light colors.
There are grammatical errors. Irrelevant design.
The Introduction is Inadequate
There was no discussion about the
concept.
There are no Inquiry – based questions.

Based on their comments and suggestions, most of them were addressed.

Grammatical errors were corrected with the help of English major students and experts.

Task and other parts were revised, the same with the introduction. For the color and

background of the WebQuest, it were all changed and replaced with the suggestions.

Overall, all parts of the developed WebQuest were proven effective and in good

quality with the overall mean score of 2.73, interpreted as the target, as shown in Table

3.
 CHAPTER V

SUMMARY OF FINDINGS, CONLCUSION AND RECOMMENDATIONS

This chapter presents the summary of findings, conclusions and

recommendations of the developed web quest as an instructional material in teaching

conservation of mechanical energy for Grade 9 learners.

Summary of Findings

The findings of the study reveal the following:

1. The development of a WebQuest was based on the K-12 Science Curriculum.

The WebQuest was constructed with six parts namely: Introduction, Task,

Process, Evaluation and Conclusion.

2. The developed WebQuest was rated by six in-service teachers and six ICT

experts. The in-service teachers gave a ―Target‖ rating while the ICT experts

gave an ―Acceptable‖ rating. Comments by the experts were noted and the

WebQuest was revised as suggested.

Conclusion

Overall, all parts of the developed WebQuest was proven effective and in good

quality based on the ratings of the Content and ICT experts. Moreover, the developed

WebQuest is ready to be implemented.

 36

Recommendations

Based on the outcomes of the study, the researchers have come up with the

following recommendations:

1. The researchers recommend creating more activities of different topics in

Physics for any grade level in the Google Site where the WebQuest was developed.

2. Teachers can collaborate in enhancing the WebQuest by adding more

educational pictures and videos that could help the learners interact with one

another and with the instructions.

3. The future researchers may revise the activity in the WebQuest.

4. Students must have their individual computers during the WebQuest activities to

yield higher level of opportunity, thus appreciate, interact, and collaborate in the

activity, allowing them to learn about conservation of mechanical energy lesson.

 37

BIBLIOGRAPHY

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Demissenova, S. S. (2016). A Web-Quest as a Teaching and Learning Tool. A
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Chatwattana, Pinanta & Nilsook, Prachyanun. (2017). A Web-based Learning System

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Cruz, I. (2006). A WebQuest na sala de aula de Matemática: um estudo sobre a

aprendizagem dos ―Lugares Geométricos‖ por alunos do 8º ano. Unpublished
Master Dissertation, University of Minho.

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Investigatory Projects among Secondary School Students in Northern Mindanao.
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based learning tool. Research in Post-Compulsory Education, 11(2), 235-250.

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and content knowledge. Contemporary Issues in Technology
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pedagogy-and-content-knowledge

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Learning. Web-based Support Systems Advanced Information and Knowledge
Processing, 125-143. doi:10.1007/978-1-84882-628-1_7
 40

Studies

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aprendizagem e reacções dos alunos do 8º ano de escolaridade.
Unpublished Master Dissertation, University of Minho.

Malunoc, Regine L. and Yocor, Mark Anthony T. (2016). Development and Validation of
Laboratory Activity Utilizing Modified Trundle Wheel. Undergraduate Thesis.
Mindanao State University - Iligan Institute of Technology, Iligan City

Silva, R. (2006). As WebQuests e a promoção da imagem do cientista: Um

estudo com alunos do 9º ano de escolaridade. Unpublished Master Dissertation,
University of Minho.

Vieira, P. (2007). Aprendizagem Baseada na Resolução de Prblemas e WebQuests:

Um estudo com alunos do 8º ano de escolaridade na temática ―Fontes de
energia‖. Unpublished Master Dissertation, University of Minho.
APPENDICES
 42

APPEDIX A

EVALUATION OF THE WEBQUEST LIKERT SCALE (CONTENT EXPERTS)

Name: Date:

Research Title: DEVELOPMENT OF A WEBQUEST AS AN INSTRUCTIONAL MATERIAL

IN TEACHING CONSERVATION OF MECHANICAL ENERGY FOR GRADE IX
LEARNERS

Instruction: Please evaluate the Conservation of Mechanical Energy using the given
scale.
Numerical Rating Description
1 Unacceptable
2 Acceptable
3 Target

Parts
1 point 2 points 3 points Rating

Title Page
Title No title given for the Title is given for the Title is given for the
webquest, or selected title webquest, and webquest, and very
is completely irrelevant to somewhat relevant to the relevant to the topic
the webquest. topic.
Description No description given for Webquest description is Webquest description
the webquest, or provided but does not provides a detailed
description is provide adequate summary of webquest.
completely irrelevant is summary of webquest.
very brief.
Grade Level No grade level range is Grade level range is Grade level range is
assigned to this webquest, selected for the webquest selected for the
or selected grade level is and webquest and very
not appropriate for the somewhat appropriate for appropriate for the
webquest. the webquest. webquest.
Comments Suggestions:

Introduction
Cognitive The introduction doesn‘t The introduction makes The introduction builds
Effectiveness of prepare the learner for some reference to the on the learner‘s prior
the what is to come, o build learner‘s prior knowledge and
Introduction on what the learner Knowledge and effectively prepares the
already knows. previous to some extent learners by
what the lesson is about. foreshadowing what the
lesson all about.
Cognitive Level of Task does not require Task requires Task requires
Task synthesis of synthesis of multiple synthesis of multiple
multiple sources of information sources of information
sources of information (transformative thinking) (transformative thinking)
(transformative but is limited to in its andit is
thinking). It is simply significance and highly creative, goes
collection of information engagement. beyond memorization,
or answers from web. and engaging.
 43

APPENDIX A (Contd.)

Motivational Introduction is purely Introduction relates Introduction draws the

Effectiveness of factual, with no appeal somewhat to the learners‘ reader into the lesson by
Introduction to learners‘ interest or a interests and/or describes relating to the learners‘
compelling question or a compelling question or interests or goals and
problem. problem. engagingly describes a
compelling essential
question or problem.

Cognitive Level of Task is not realistic, not Task is realistic, doable, Task is realistic, doable,
Learners doable, and not but limited in its and
appropriate to the appropriateness to the appropriate to the
developmental level and developmental level and developmental level and
other individual other individual other individual
differences differences (age, differences (age,
(ag social/culture, and social/culture, and
e, individual differences) of individual differences) of
social/culture, and students with whom the students with whom the
individual differences) of WebQuest will be used. WebQuest will be used.
students with whom the
WebQuest will be used.

Comments Suggestions:

Process

Clarity of Process Process page is not
divided into sections or
pages where each
group/team or student
would know exactly where
they were in the process
and what to do next.
Process is not clearly
organized.
Process page is divided Process page is divided
into sections or pages into sections or pages
where each where each group/team
Group/team or student or student would know
would know exactly exactly where they were
where they were in the in the process and what
process and what to do to do next. Every step is
next. Process is clearly stated.
organized with specific
directions that also allow
choice/creativity.

Scaffolding of Activities are not related to Some of the activities do Activities are clearly of
Process each other and/or to the not relate specifically to related and designed Proce
accomplishment of the the accomplishment of from basic knowledge to ss
task. the task. higher levelthinking.

Collaboration The process provides only Some separate tasks or Different roles are
few steps, no collaboration roles assigned. More assigned to help
or complex activities students understand
separate roles required. required. different perspectives
and/or share
responsibility in
Accomplishing the task.

Comments Suggestions:
 44

APPENDIX A (Contd.)

Task
Clarity of Task After reading the task, it is The written description of The written description of
still unclear what the the task adequately the end/culminating
end/culminating project of describes the product describes clearly
the webquest will be. end/culminating project, the goal of the webquest.
but does not engage the
learner.

Comments Suggestions:

Content
Appropriateness The webquest‘s content The webquest has aspect The webquest is highly
is not appropriate to the of appropriateness for the appropriate for the year
year level. year level. level.

Curriculum The webquest has no The webquest has some The webquest is of
relation to the curriculum. relevant to the curriculum. extremely relevant to Proce
curriculum. ss
Consistency Majority of the content Majority of the content was The content was highly
was irrelevant to the relevant to the chosen relevant to the chosen
chosen topic. topic. topic.

Accuracy The content is The content is generally The content is accurate

sometimes inaccurate or
incomplete. Learners
may learn some isolated
facts, but they are
unlikely to gain new
insights about the topic.
accurate and reasonably and comprehensive.
complete. Learners may Learners are likely to
develop a few insights gain new insights about
about the topic. the topic.

Comments Suggestions:

Evaluation
Clarity of Criteria for success are Criteria for success are Criteria for success are
Criteria for not described. Students stated but webquest does clearly stated and
Evaluation have no idea how they or not apply multiple webquest applies
their work will be assessment strategies multiple assessment
evaluated/judged (use of rubric or checklist, strategies (use of rubric
reflection of project, or checklist, reflection of
pre-post project, pre-post
assessments, quiz etc.). assessments, quiz etc.).

Relevancy of No connection between Limited connection Strong connection

Evaluation the learning goals and between the learning between the learning
standards to be goals and standards to be goals and standards to
accomplished at the end accomplished at the end be accomplished at the
of webquest and of webquest and end of webquest and
evaluation process. The evaluation process. The evaluation
evaluation instruments do evaluation instruments do process. The evaluation
not measure what not clearly measure what instrument clearly
students must know and students must know and measures what students
be able to do to be able to do to must know and be able
accomplish the task. accomplish the task. to do to accomplish the
task.
 45

APPENDIX A (Contd.)

Comments/Suggestions:

Conclusion

Summary No conclusion is given to Conclusion is given but Conclusion is given but

present a summary of what does not give enough with detailed
was/were learned at the information of what information of what
end of the activity or was/were learned at the was/were learned at the
lesson. end of the activity or end of the activity or
lesson. lesson.

Further Study No further message, idea, Provides a message, Provides a message,

and question or resources are idea, question or/and idea, question or/and
Transformative given to encourage additional resources to additional resources to
Learning learners to extend their encourage learners to encourage learners to
learning and transfer to extend their learning but it extend their learning
other topics. is not clear how the and clearly relates how
students‘ new knowledge the students‘ new
can transfer to other knowledge can transfer
topics. to other topics.

Comments/Suggestions:

Teacher Page

Standards Common core Common core Common core

curriculum standard(s) are curriculum standard(s) curriculum standard(s)
not listed for the webquest are listed in words, not are listed in words, not
or listed curriculum only numbers, and they only numbers, and they
standard(s) are irrelevant, are relevant, but the are relevant and the
toomany. link(s) back to the link(s) back to the
standards website is standards website is
missing. given.

Credits Credits / references are Credits / references are Credits / references are
not given for any of the not given for all of the given for all of the
content used from content used from content used from
external resources external resources external resources
(Graphics, clipart, (Graphics, clipart, (Graphics, clipart,
backgrounds, music, backgrounds, music, backgrounds, music,
videos etc.). videos etc.). videos etc.).

Comments/Suggestions:
 46

APPENDIX B
EVALUATION OF THE WEBQUEST LIKERT SCALE (ICT EXPERTS)
Name: Date:

Research Title: DEVELOPMENT OF A WEBQUEST AS AN INSTRUCTIONAL MATERIAL IN

TEACHING CONSERVATION OF MECHANICAL ENERGY FOR GRADE IX
LEARNERS
Instruction: Please evaluate the Conservation of Mechanical Energy using the given scale.
Numerical Rating Description
1 Unacceptable
2 Acceptable
3 Target

Title Page 1 point 2 points 3 points Rating

Use of Inappropriate selection and
Graphics use of graphic elements
(irrelevant,
distracting and/or
overuse of images.). The
graphics are not supportive
of the webquest and do not
give students information or
perspectives not
otherwise available.
Spelling There are serious spelling
and and/or grammar errors in
Grammar this webquest that distract
from the meaning and don‘t
model appropriate
language.
Consistent The webquest does not
Look and have a consistent look and
Feel feel (fonts, colors etc.) and
does not provide consistent
working navigation
from page to page.
Navigation Getting through the lesson
and Flow is confusing. Pages can‘t be
found easily and/ or the way
back isn‘t clear.
Mechanical There are more than five
Aspects
(5) broken links, misplaced
or missing pages, badly
sized tables,
misspellings
and/or grammatical errors.
Overall Design
Appropriate selection and
use of graphic elements
(relevant, not distracting
and/or not overused) but
the graphics are not
supportive of the webquest
and do not give students
information or
perspectives not
otherwise available.
There are some minor
spelling or grammar errors
but they are very limited
and do not distract from the
meaning.
The webquest has
somewhat consistent look
and feel (fonts, colors etc.)
and provides somewhat
consistent working
navigation from page to
page.
There are a few places
where the learner can get
lost and not know where to
go next.
There are some broken
links, misplaced or missing
images, badly sized
tables,
misspellings and/or
grammatical errors.
Appropriate selection and
use of graphic elements
(relevant, not distracting
and/or not overused).
The
graphics are supportive of
the webquest and give
students
information or
perspectives not
otherwise available.
The spelling and grammar
have been checked
carefully and there are no
errors.
The webquest has a
consistent look and feel
(fonts, colors etc.) and
provides consistent
working navigation from
page to page.
Navigation is seamless. It
is always clear to the
learner what all the parts
are and how to get to
them.
No mechanical
problems noted.
 47

APPENDIX IX

THE DEVELOPED WEBQUEST

BEFORE

AFTER
 48

APPENDIX IX (Cont)

BEFORE

AFTER
 49

APPENDIX IX (Cont)

BEFORE

AFTER
 50

APPENDIX IX (Cont)

BEFORE

AFTER
 51

APPENDIX IX (Cont)

BEFORE

AFTER