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1- Department of Reproductive Health and Midwifery, Nursing and Midwifery Care Research Center, School of Nursing and Midwifery, Iran University of Medical Sciences, Tehran, Iran
2- Department of Reproductive Health, Faculty of Nursing and Midwifery, Tehran University of Medical Sciences, Tehran, Iran
3- Department of Midwifery, Faculty of Nursing and Midwifery, Ilam University of Medical Sciences, Ilam, Islamic Republic of Iran ,bahramivazir2541@yahoo.com
2- Department of Reproductive Health, Faculty of Nursing and Midwifery, Tehran University of Medical Sciences, Tehran, Iran
3- Department of Midwifery, Faculty of Nursing and Midwifery, Ilam University of Medical Sciences, Ilam, Islamic Republic of Iran ,
Abstract: (23 Views)
Background & Objective: WebQuest uses online resources to teach, encourage critical thinking, and self-efficacy. Critical thinking leads to answers by studying new and old information. Self-efficacy is a person’s belief in their ability to do a specific task and affects thinking and performance. The present study aimed to look into the effect of WebQuest-based education on critical thinking, self-efficacy, and teaching satisfaction in midwifery students.
Materials & Methods: This semi-experimental study was done on 34 undergraduate midwifery students at Tehran University of Medical Sciences. Students were taught the first 8 sessions of the class using the lecture method and the next 8 sessions using WebQuest. Before the carry out of WebQuest, students filled in socio-demographic and academic questionnaires, the critical thinking disposition scale, and the General Sherer self-efficacy scale. At the end of the first 8 sessions, the first WebQuest session started in week 9. At the end of the second 8 sessions, students filled in the first set of questionnaires again along with the teaching satisfaction questionnaire. Data analysis was done using SPSS statistical software.
Results: WebQuest-based education did not show a statistically important difference in critical thinking compared to before the intervention (p = 0.299), and showed an important increase only in the perfection and maturity subscale (p = 0.001). Self-efficacy showed an important increase compared to before the intervention (p < 0.001). The intervention also led to an important increase in self-efficacy (p < 0.001). The results of satisfaction with teaching showed that the level of learning stability was moderate to low in 70.6% of the students. More than half of the students (55.9%) were willing to attend the class again, and 58.8% were not willing to take other courses in this way.
Conclusion: The results showed that WebQuest teaching improved students’ self-efficacy but was not effective on critical thinking. It is suggested that teachers use this method in class.
Materials & Methods: This semi-experimental study was done on 34 undergraduate midwifery students at Tehran University of Medical Sciences. Students were taught the first 8 sessions of the class using the lecture method and the next 8 sessions using WebQuest. Before the carry out of WebQuest, students filled in socio-demographic and academic questionnaires, the critical thinking disposition scale, and the General Sherer self-efficacy scale. At the end of the first 8 sessions, the first WebQuest session started in week 9. At the end of the second 8 sessions, students filled in the first set of questionnaires again along with the teaching satisfaction questionnaire. Data analysis was done using SPSS statistical software.
Results: WebQuest-based education did not show a statistically important difference in critical thinking compared to before the intervention (p = 0.299), and showed an important increase only in the perfection and maturity subscale (p = 0.001). Self-efficacy showed an important increase compared to before the intervention (p < 0.001). The intervention also led to an important increase in self-efficacy (p < 0.001). The results of satisfaction with teaching showed that the level of learning stability was moderate to low in 70.6% of the students. More than half of the students (55.9%) were willing to attend the class again, and 58.8% were not willing to take other courses in this way.
Conclusion: The results showed that WebQuest teaching improved students’ self-efficacy but was not effective on critical thinking. It is suggested that teachers use this method in class.
Article Type : Orginal Research |
Subject:
Medical Education
Received: 2025/02/13 | Accepted: 2025/08/31
Received: 2025/02/13 | Accepted: 2025/08/31
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