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ERIC Number: ED517440
Record Type: Non-Journal
Publication Date: 2010
Pages: 215
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1240-1244-5
The Relationship of Motivation and Multiple Intelligence Preference to Achievement from Instruction Using Webquests
Gowen, Deborah C.
ProQuest LLC, Ed.D. Dissertation, Walden University
Finding teaching models and strategies that benefit learners while incorporating skills students will need in the future, such as using technology, is important. This study examined the problem of whether Webquests, an inquiry-based teaching strategy where much of the information is found online, are a beneficial way to integrate technology into the curriculum for all learners. The purpose of this study was to further knowledge about the Webquest model and the use of Webquests with students of different ability levels and multiple intelligence preferences. The Attention, Relevance, Confidence, and Satisfaction (ARCS) model of motivational design; the self-determination theory; and multiple intelligences theory comprised the theoretical bases of this study. A concurrent triangulation design of mixed methods research was used to gather quantitative data including pretest-posttest scores, a motivation survey, and the Multiple Intelligences Development Assessment Survey (MIDAS-KIDS). Qualitative data gathered included daily learning logs, rubrics from the final Webquest project, researcher observations, and participant interviews. SPSS software was used to test for correlations between achievement, ability, multiple intelligences, and motivation. The key findings of this study showed that only the gifted and average ability groups had significant gains from the Webquest instruction. No correlation was found between multiple intelligences preference and achievement or motivation. In addition, no ability group was significantly more motivated by the Webquest instruction than another. Results showed that the Webquest was useful form of instruction for gifted and average students, but was not as useful for at-risk learners, who have learning needs that were not met by the Webquest instruction. From this research, positive social change could result if teachers make changes in Webquests to better support the needs of at-risk learners. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A