Learning online research skills in lower secondary school: long-term intervention effects, skill profiles and background factors

Purpose The purpose of this paper is to investigate the long-term development of online research skills among lower secondary school students and how various factors such as teaching interventions and students’ self-efficacy, attitudes, information and communication technology (ICT) activity and gender are associated with development. Design/methodology/approach Two intervention courses were implemented to improve online research skills among 7th-grade students. In the follow-up test in the 8th grade, students’ skills were measured in Web searching, critical evaluation of sources and argumentative use of Web information. Students’ self-efficacy beliefs in online research, their attitudes toward learning, behavioral intentions in online research and ICT activity were surveyed by questionnaires. Findings The main finding was that the effect observed immediately after the intervention in 7th grade did not last until the following year. A cluster analysis revealed six skill profiles characterizing strengths and weaknesses in students’ performance in the subtasks of online research and indicated that many students suffer from poor evaluation skills. Self-efficacy beliefs stood out as a student-related factor associated with the development of online research skills. Originality/value This study contributed to the pedagogy of online research skills. It indicates that small-scale interventions are not enough to enhance 7th-graders’ online research skills. Students need continuous practice in different contexts during their school years. It is important to support students’ self-efficacy to motivate them to develop their skills in all the subtasks of online research. This study also demonstrated the importance of follow-up studies in online research skills, as they have been rare thus far.