The Effect of Using the Web Quest Strategy in Teaching Trigonometry on the Development of Reflective Thinking Skills and Rapid Learning for the First Grade Secondary Students

Abstract

This study aimed at identifying the effect of using the Web Quest strategy in teaching trigonometry on the development of reflective thinking skills and rapid learning on the first grade secondary students. To achieve this goal two groups were selected: one represented the experimental group whereas the other represented the control group. A unit titled "methods of measuring the angle" in the trigonometry course book of the first grade secondary was taught. The experimental group (41 students) used the Web Quest while the control group (43 students) studied the same unit according to the traditional method. A web site was created to teach the selected unit using the Web Quest strategy. A teacher manual was also prepared. A graded scale to assess students' learning outcomes was administered. A test was used to measure the reflective thinking skills, and a scale was used for assessing the rapid learning skills. Results showed that the use of the Web Quest strategy contributed to improve the skills of optical vision, fallacies detection and proposing solutions; but did not help in improving the skills of drawing conclusions, and giving convincing explanations. Regarding the rapid learning variable, the strategy helped improve the skill level of quick reading, and mental map design; but did not help improve the level of mathematical problem-solving skills.