EFFECT OF AN INSTRUCTIONAL MODEL INTEGRATING WEBQUEST AND FIVE KEY QUESTIONS OF SOCIAL MEDIA LITERACY TO ENHANCE SECONDARY SCHOOL STUDENTS' CRITICAL READING AND REASONING WRITING ABILITIES
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Abstract
The purposes of this study were 1) to compare the level of students’ critical reading ability before and after the implementation of an instructional model integrating WebQuest and five-key questions of social media literacy and 2) to study reasoning writing skill development of secondary school students using an instructional model integrating WebQuest and five-key questions of social media literacy. The participants of this study were 39 ninth-grade students. The duration of the experiment was eight weeks. The research instruments of this study were 1) an instructional model integrating WebQuest and five-key questions of social media literacy and 2) lesson plans designed according to the newly constructed model. The data collection instruments consisted of critical reading and reasoning writing abilities measurement. The data were analyzed using mean, percentage, standard deviation, t-test, and relative change score. The results of this study were as follows: 1) the students’ average critical reading ability after learning with an instructional model integrating WebQuest and five-key questions of social media literacy was higher than before at the significant level of .05 and 2) the results of studying reasoning writing skill development using relative change score of secondary school students revealed that 36 students (92.31%) had higher scores and three students (7.69%) had the same scores.
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