A Systematic Review of the Studies on WebQuest: Reflections to Mathematics

Abstract

The aim of this study is to determine the general trends of the studies on WebQuest in the field of mathematics education. This systematic review was conducted on 46 published studies from the beginning until 2023. The results after thematic analysis were presented through frequency and percentage values, tables and graphs. According to the results of the research, the first study on WebQuest in the field of mathematics education belongs to 2001. Half of the studies were published after 2014. It was concluded that the majority of the studies examined were in English and article type, the effect of WebQuest on academic achievement and the opinions on WebQuest were mostly examined. It was determined that the WebQuests prepared within the scope of the studies were on geometry and measurement. Methodologically, while the majority of the studies were prepared with a quantitative approach, adopting an experimental design, scales were used to collect data and inferential analysis for analysing, purposive sampling method was preferred in the selection of participants, and the participants were frequently composed of pre-service teachers. From the results related to the distribution of research topics according to sample types; it was determined that there was no study on the effect of WebQuest on the academic achievement of primary school students, the studies investigating the attitude towards mathematics and the effect of motivation were carried out only with secondary school students. At the end of the study, the benefits and limitations of WebQuest in the field of mathematics education were revealed.