A1 Journal article (refereed)
Promoting sixth graders’ credibility Evaluation of Web pages : An intervention study (2020)
Hämäläinen, E. K., Kiili, C., Marttunen, M., Räikkönen, E., González-Ibáñez, R., & Leppänen, P. H. (2020). Promoting sixth graders’ credibility Evaluation of Web pages : An intervention study. Computers in Human Behavior, 110, Article 106372. https://doi.org/10.1016/j.chb.2020.106372
JYU authors or editors
Publication details
All authors or editors: Hämäläinen, Elina K.; Kiili, Carita; Marttunen, Miika; Räikkönen, Eija; González-Ibáñez, Roberto; Leppänen, Paavo H.T.
Journal or series: Computers in Human Behavior
ISSN: 0747-5632
eISSN: 1873-7692
Publication year: 2020
Volume: 110
Article number: 106372
Publisher: Elsevier
Publication country: United States
Publication language: English
DOI: https://doi.org/10.1016/j.chb.2020.106372
Publication open access: Not open
Publication channel open access:
Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/69645
Abstract
This study investigated whether a teacher-led intervention program on online inquiry improved sixth graders' performance in a credibility evaluation task. Students (N = 342) were divided into two conditions, an intervention group (190 students) and a control group (152 students). The intervention program (21 × 45 min lessons) was implemented during a six-week course as a part of normal schoolwork. The program included explicit teaching of online inquiry skills: searching for information (3 lessons), evaluating credibility (3 lessons), and synthesizing information (3 lessons). In addition, the skills taught were applied in two online inquiry projects comprising 12 lessons in total. The control group received business-as-usual teaching. Students’ performance in the credibility evaluation task was measured before and after the program by pre and post-tests. In both tests, students evaluated three Web pages dealing with two topics (Computer Gaming and Reading on Screen) varying in their perspectives and argumentation. Students rated the credibility of each Web page and justified their ratings. Topic order was counterbalanced in both conditions. The background variables (Pre-test scores, Reading comprehension, Reading fluency, Gender, Topic order, and Test order in the pre-test) were controlled for in the multilevel negative binomial regression analysis. The results showed that the intervention program helped students better justify their credibility ratings by reference to source features but not to the argumentation or other aspects of the content compared to controls. Instructional implications of the findings are discussed.
Keywords: information retrieval; online material; Internet; evaluation; reliability (general); information literacy; media literacy; intervention study; young people
Free keywords: evaluation; Internet; intervention; adolescents; online reading
Contributing organizations
Related projects
- Enhancing learning and teaching for future competencies of online inquiry in multiple domains
- Leppänen, Paavo
- Research Council of Finland
Ministry reporting: Yes
Reporting Year: 2020
JUFO rating: 2