The Effect of Using the WebQuest Strategy on the Academic Achievement of Fourth-Year Science Students in Chemistry

Abstract

This study aims to investigate the effect of employing the WebQuest strategy on enhancing the academic achievement of fourth-grade science female students in the subject of Chemistry. To achieve this objective, the following hypothesis was formulated: “There is no statistically significant difference at the level of (0.05) between the mean scores of the experimental group students who studied using the WebQuest strategy and the control group students who studied using the traditional method in the achievement test.”The study sample consisted of (70) female students from the fourth-grade science stream at Um Ayman Secondary School. The sample was randomly divided into two groups: Experimental group: (35) students were taught using the WebQuest strategy. Control group: (35) students were taught using the traditional method. The researcher ensured equivalence between the two groups in several important variables: chronological age, prior knowledge, and intelligence level. An achievement test consisting of (35) multiple-choice items was developed, covering the first four levels of Bloom’s Taxonomy The validity of the test was confirmed by presenting it to a panel of subject matter experts. The reliability coefficient was calculated using Cronbach’s Alpha, yielding a value of 0.86, indicating a high level of internal consistency. The test items were statistically analyzed in terms of difficulty index, discrimination index, and effectiveness of distractors. After the implementation of the experiment, a post-achievement test was conducted. The results revealed statistically significant differences in favor of the experimental group, indicating the effectiveness of the WebQuest strategy in improving students’ achievement in Chemistry. Based on these findings, the researcher provided a set of recommendations and suggestions for applying this strategy in educational settings