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The effect of direct instruction and web quest on learning outcome in computer science education

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Abstract

Answers to the questions of which instructional methods are suitable for school and should be applied in teaching individual subjects and also how instructional methods support the act of learning represent challenges to general education and education in individual subjects. This study focuses on the empirical examination of learning outcome with respect to two instructional methods: direct instruction and web quest. An SPF-2 × 2•2 design is used to control instructional method, time and class context. Learning outcome on QR code is assessed with reference to multiple-choice test items. The empirical findings show that learning with direct instruction performs better than web quest.

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Authors and Affiliations

  1. Padagogische Hochschule Ludwigsburg, Ludwigsburg, Germany

    A. Zendler & K. Klein

Authors
  1. A. Zendler
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  2. K. Klein
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Correspondence to A. Zendler.

Appendices

Appendix 1: Data

Table 2 shows the obtained data set for the SPF-2 × 2 • 2 design with n11 = 12 students and n12 = 12 of class 9a, n21 = 14 and n22 = 13 students of class 9b. From the students, data sets are available before and after the lesson. The table contains raw scores (means and the standard errors of the means) as well as the ranks of the data (in brackets).

Table 2 Data for the SPF-2 × 2•2 design
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Appendix 2

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Multiple-choice test with 14 items

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Zendler, A., Klein, K. The effect of direct instruction and web quest on learning outcome in computer science education. Educ Inf Technol 23, 2765–2782 (2018). https://doi.org/10.1007/s10639-018-9740-4

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