Using Webquest in Teaching Reading in the Junior High School
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Janet Alesna Mananay, Department of Teacher Education, Cebu Normal University, Cebu City, Philippines.
This experimental study compared and evaluated the impact and effectiveness of Web Quest and Conventional Teaching Approaches as teaching strategies in teaching Reading Comprehension. Their comparison and evaluation were based on the students’ pre and posttests on a standardized reading comprehension test. The study utilized the quasi-experimental method of pretest posttest control group design with 72 subjects from Sacred Heart School- Ateneo de Cebu, Cebu City, Philippines. After the experimental period, it was found out that (1) The control group (exposed to Conventional Teaching Approach) and the experimental group (exposed to Web Quest Approach) had above average performance level both in the pretest and posttest. (2) The control and experimental groups obtained significant improvement from the pretest to the posttest in reading comprehension. (3) The control group had higher mean gain as compared to the experimental groups. (4) The experimental group manifested “Good” perception on the Web Quest as a teaching approach. In this study, the Conventional Teaching Approach (CTA) and the Web Quest Approach (WQA) were found to be effective since the students manifested improvement in their reading comprehension skills. However, the learning environment through guided instruction, where there is more teacher interaction and contact faired higher. Learning therefore is more precise because of direct contact with the teacher. Piles of books nor animated and updated technology cannot equal one good teacher.
Webquest, Reading Comprehension, Direct Teacher Contact
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