The Effect of Webquest-Based Education on the Level of Critical Thinking, Self-Efficacy, and Satisfaction of Midwifery Students: A Quasi-Experimental Study



Mohammadi A ; Geranmayeh M ; Bahramivazir E
Source: Journal of Medical Education Development Published:2025

Abstract

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. © 2025 Elsevier B.V., All rights reserved.