Abstract:

Web Quest is an Internet-based technology product and application, which came into life out of exploring the internet for communication but is now becoming a prominent tool for instruction delivery globally. However, despite the use and relevance to instructional context delivery the acuity into learning by instructors has not been considerably ascertained. Therefore, the study identifies learner's performance when educated via WebQuests, investigated differences in the female and male learners when they are taught by WebQuests and examined differences in the learners' performances of low, medium, and high achievers when taught via WebQuests. The study was quasi-experimental, and samples were 100 (51 girls and 49 boys) from junior secondary school students. A stratified sampling technique was adopted to select students along gender and achievement level. Research hypothesis one and two were tested with t-test statistical analysis while hypothesis three with Analysis of Variance (ANOVA). The findings of the study revealed that learning was positive with WebQuests. Specifically, there were significant differences between the conventional and experimental groups, likewise between the female and male, and on learners’ achievement level. The study recommended Web-Quest to promote learning in educational content of Nigeria secondary school.

Keywords:

Web-quest, gender, learners, internet, instruction.