TY - JOUR
T1 - Online Information Searching Strategy Inventory (OISSI)
T2 - A quick version and a complete version
AU - Tsai, Meng Jung
N1 - Funding Information:
This study was supported by the National Science Council, Taiwan, under the Project Nos.: NSC94-2524-S-305-001 and NSC95-2511-S-005-011-MY3.
PY - 2009/9
Y1 - 2009/9
N2 - This study developed an instrument to evaluate student online information searching strategies based on a framework comprising three domains and seven aspects. Two versions of the Online Information Searching Strategies Inventory (OISSI), including both quick and complete versions, were finally established and exhibited good validities and reliabilities. The quick OISSI included 13 items and the complete OISSI included 25 items and the pair had total reliabilities of 0.85 and 0.91, respectively. This instrument provides researchers a valid and reliable tool to evaluate students' self-reflected web search strategies. The OISSI scores of 324 high school students revealed a significant gender difference in both behavioral and procedural domain strategies; however, no significant difference was observed in metacognitive domain strategies. In addition, student weekly online searching hours were found to significantly impact only behavioral domain strategies but not other domain strategies, implying that increasing student search experience may be insufficient to lift their search strategy. This study suggested several future study directions.
AB - This study developed an instrument to evaluate student online information searching strategies based on a framework comprising three domains and seven aspects. Two versions of the Online Information Searching Strategies Inventory (OISSI), including both quick and complete versions, were finally established and exhibited good validities and reliabilities. The quick OISSI included 13 items and the complete OISSI included 25 items and the pair had total reliabilities of 0.85 and 0.91, respectively. This instrument provides researchers a valid and reliable tool to evaluate students' self-reflected web search strategies. The OISSI scores of 324 high school students revealed a significant gender difference in both behavioral and procedural domain strategies; however, no significant difference was observed in metacognitive domain strategies. In addition, student weekly online searching hours were found to significantly impact only behavioral domain strategies but not other domain strategies, implying that increasing student search experience may be insufficient to lift their search strategy. This study suggested several future study directions.
KW - Cognitive strategies
KW - On-line search strategies
KW - Pedagogical issues
KW - Secondary education
KW - Teaching/learning strategies
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U2 - 10.1016/j.compedu.2009.03.006
DO - 10.1016/j.compedu.2009.03.006
M3 - Article
AN - SCOPUS:67349231943
SN - 0360-1315
VL - 53
SP - 473
EP - 483
JO - Computers and Education
JF - Computers and Education
IS - 2
ER -