Master of Arts (Instructional Design & Technology)

This study investigated a group of 151 Secondary One students' perceptions of the technology-supported web-based learning environment in their Project Work (PW) classroom. The students' actual and preferred perceptions of their web-based classroom learning environment were assessed using the validated Web-based Learning Environment Instrument (WEBLEI). The Questionnaire on Project Work Related Attitudes (QOPWRA), was used to investigate to what extent these students' perceptions of web-based PW classroom learning environments affected their attitude towards PW in terms of their inquiry and enjoyment. Qualitative data from the students' written feedback at the end of their PW were related to their perceptions using the WEBLEI scales and provided the triangulation with the quantitative data collected in this study through the validated instruments. Both the quantitative and qualitative findings in this study show that the students have strong preferences for results-oriented web-based PW learning environments in AZ Secondary School. Although web-based learning environments showed an impact on the students' overall attitudes towards inquiry and enjoyment of PW lessons, other face-to-face learning environments in and out of the classroom seemed to contribute more to the perceptions of learning in PW in the written feedback of the students.