A Systematic Review of the Studies on WebQuest: Reflections to Mathematics

Year 2024, Issue: 55, 153 - 175, 09.12.2024

Buse Sak , Mevhibe Kobak Demir

https://doi.org/10.33418/education.1492552

Abstract

The aim of this study is to determine the general trends of the studies on WebQuest in the field of mathematics education. This systematic review was conducted on 46 published studies from the beginning until 2023. The results after thematic analysis were presented through frequency and percentage values, tables and graphs. According to the results of the research, the first study on WebQuest in the field of mathematics education belongs to 2001. Half of the studies were published after 2014. It was concluded that the majority of the studies examined were in English and article type, the effect of WebQuest on academic achievement and the opinions on WebQuest were mostly examined. It was determined that the WebQuests prepared within the scope of the studies were on geometry and measurement. Methodologically, while the majority of the studies were prepared with a quantitative approach, adopting an experimental design, scales were used to collect data and inferential analysis for analysing, purposive sampling method was preferred in the selection of participants, and the participants were frequently composed of pre-service teachers. From the results related to the distribution of research topics according to sample types; it was determined that there was no study on the effect of WebQuest on the academic achievement of primary school students, the studies investigating the attitude towards mathematics and the effect of motivation were carried out only with secondary school students. At the end of the study, the benefits and limitations of WebQuest in the field of mathematics education were revealed.

Keywords

webquests, mathematics, education, systematic review

Ethical Statement

The study complies with Ethical Standards. Ethics committee approval was obtained from Balıkesir University Local Ethics Committee (Date: 28.02.2023, Number: 2023-1)

WebQuest Üzerine Yapılan Çalışmaların Sistematik İncelemesi: Matematiğe Yansımaları

Abstract

Bu çalışmanın amacı matematik eğitimi alanında WebQuest üzerine yapılmış çalışmaların genel eğilimlerini belirlemektir. Bu sistematik inceleme, başlangıçtan 2023 yılına kadar yayınlanmış 46 çalışma üzerinde gerçekleştirilmiştir. Tematik analiz sonrası elde edilen bulgular; frekans ve yüzde değerleri, tablo ve grafikler aracığıyla sunulmuştur. Çalışma sonuçlarına göre, matematik eğitimi alanında WebQuest üzerine yapılmış ilk çalışma 2001 yılına aittir. Çalışmaların yarısı 2014 yılından sonra yayınlanmıştır. İncelenen çalışmaların çoğunluğunun İngilizce ve makale türünde olduğu, yaygın olarak akademik başarıya etkisinin ve WebQueste ilişkin görüşlerinin incelendiği sonucuna ulaşılmıştır. Çalışmalar kapsamında hazırlanan WebQuestlerin ise geometri ve ölçme konusundadır. Metodolojik açıdan çalışmaların büyük bir çoğunluğu nicel bir yaklaşımla, deneysel desen benimsenerek hazırlanırken, veri toplamak amacıyla ölçekler ve kestirimsel analiz kullanıldığı, katılımcılarının seçiminde amaçsal örnekleme yöntemi tercih edilirken, katılımcıların sıklıkla öğretmen adaylarından oluştuğu ulaşılan sonuçlar arasındadır. Örneklem türlerine göre araştırma konularının dağılımına ilişkin sonuçlardan; WebQuestin ilkokul öğrencilerinin akademik başarılarına etkisine ilişkin bir çalışma yapılmadığını, matematiğe yönelik tutumun araştırıldığı çalışmaların ise sadece ortaokul öğrencileri ile gerçekleştirildiği, motivasyona etkisine ilişkin çalışmalar ortaokul ve lise öğrencileri ile yürütüldüğü belirlenmiştir. Çalışmanın sonunda matematik eğitimi alanında WebQuestin yarar ve sınırlıkları ortaya koyulmuştur.

Keywords

WebQuest, matematik, eğitim, sistematik derleme

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• Appendix (Reviewed Studies)
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• A7 Şap, T. (2023). Investigation of the effect of webquest supported statistics teaching on the statistical literacy of preservice mathematics teachers (Publication No. 787660) [Master’s thesis, Balıkesir University-Balıkesir]. Council of Higher Education National Thesis Centre.
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