The Impact of WebQuest Learning on Students' Motivation for Progress, Self-Concept, and Self-Regulated Learning

Subject Areas : psycology

seyede marziyeh  moosavi bideleh ¹ (Educational Sciences, Islamic Azad University of sari)
Vahid  Fallah ² (Assistant Professor of Islamic Azad University, Sari Branch)
sadraddin  sattari ³ (Department of Educational sciences, Ardabil Branch, Islamic Azad University, Ardabil, Iran)
azime  motekalem ⁴ (Educational Sciences, Islamic Azad University of Ardabil)
Hasan  Aslan zadeh ⁵ (دانش آموخته دکتری مدیریت آموزشی،واحد اردبیل، دانشگاه آزاد اسلامی،اردبیل،‌ایران)

Received: 2020-02-19 Accepted : 2021-03-06 Published : 2021-03-21

Keywords: self-regulated learning, self-concept, progress motivation, Web Quest Learning,

Abstract :

The purpose of this study was to investigate the effect of web-Quest learning on students' Achievement motivation, self-concept and self-regulation learning in English courses by using Quasi-experimental method. The statistical population included all 2805 students of gorgan University Azad Islamic in the academic year 2018-2019. A randomized stratified Sampling method was used to select 25 individuals in control group (tradition) and 25 in Experimental group (Web-Quest). In this study, both experimental and control groups were tested Pr-test, then the experimental variable (web-Quest learning) was run for the experimental group. Then, the post-test was performed from both groups. The required data was collected using field And library methods. The data gathering tool was Hermann's motivation questionnaire, Raj Kamsaratsot Self-concept Test and Buffer's Self-Regulatory Learning Questionnaire, which it’s Validity has been confirmed by the professors and experts. The data was analyzed using descriptive statistics, inferential statistics and covariance analysis.Therefore, we conclude that web-Quest learning has a positive effect on achievement motivation, self-concept and self-regulation learning in English courses at students of gorgan University .