67 Journal of ICSAR ISSN (print): 2548-8619; ISSN (online): 2548-8600 Volume 2 Number 1 January 2018 The Effectiveness of Health Education Learning Module Based on WebQuest Among Special Education Instructors Alijah Ujang, Norlidah Alias, Khairul Azhar Jamaludin, and Syed Ismail Syed Noh Institut Pendidikan Guru Kampus Ilmu Khas, Kuala Lumpur. Faculty of Education University of Malaya, Kuala Lumpur. Email: ujangalijah@gmail.com Abstract: The WQPKes Module for Special Education Instructors is a learning platform with WebQuest, in helping to increase the instructors’ learning experiences in Health Education. In measuring its effectiveness, this module was implemented and tested in the PDK in Gombak, Malaysia. Under the Department of Social Welfare, Malaysia PDK is established in a community to help people with disabilities (PWDs) in providing early interventions and rehabilitation services. This study focussed on food and nutrition topic in WQPKes module. This study employed an exploratory implementation design which incorporated a quasi-experimental research design. The fndings showed that the instructors’ knowledge on all elements in food and nutrition has improved after the implementation of this module. Potentially, this module could be implemented in other PDKs in Malaysia. Keywords: health education, exploratory implementation design, WebQuest, people with disabilities. The WQPKes Module for Special Education Instructors is a module developed by Ujang (2016). A retrospective usability evaluation was conducted on ten trainee teachers who had applied the WQPKes learning module with two lecturers as facilitators. Semi-structured interview responses were analyzed thematically. The fndings showed that the majority of trainee teachers agreed that Health Education is important for pupils with learning diffculties in primary schools and should be taught during teacher training. The majority of trainee teachers also agreed that the WQPKes module should cover topics on cleanliness, food and diet as health education issues and module contents. Overall, they were satisfed with the learning technique, learning activities and exercises prepared in the WQPKes learning module. It is relevant to state that the learning module has a high potential to enhance their knowledge and skills, and assist the trainee teachers, as the module is comprehensive, easy to follow and interesting. The fndings suggested that the use of technology and emphasis on learning styles are potential to enhance understanding, which are also in line with other past studies (Leko et al., 2012); Ross & Lukow, 2004; Tsoi, Goh, & Chia, 2005). In addition, the improvement of ICT skills and higher-order thinking skills (after the integration of WQPKes) in this study is in parallel with fndings from Leko et al. (2012). In Malaysia, a number of institutions (government and non-government) are responsible in providing support to the People With Disabilities (PWDs). For instance, Down Syndrome Association Malaysia and National Autism Society of Malaysia (NASOM) are among non-government institutions in Malaysia. Whereas, the Community-Based Rehabilitation Centres (PDK) and Pusat Tunas Bakti are funded by the government. PDK is under the Department of Social Welfare (Jabatan Kebajikan Masyarakat Malaysia, JKM) and is established in a community to help PWD in providing early interventions and rehabilitation services. Therefore, there is a need for PDK instructors or instructors form special-needs institutions, and even parents to enhance their knowledge on the management of the children with special needs. PDK is a platform in community development. The development in community focuses on rehabilitation, equal rights, and PWD social integration (JKM, 2014). PDK instructor is an individual appointed by PDK committee to conduct his/her duties as a volunteer, but is still bounded by the Service Contract (JKM, 2014). The instructors are responsible to conduct rehabilitation programs according to PDK’s Training Module; ensuring the programs/activities are organized and held accordingly, as well as providing advices and guidance for parents with special-needs children (JKM,2014). It is very important for PDK instructors to have a strong knowledge foundation on Health Education as it will help to shape them to implement this knowledge into their daily work and be a good example for the center and community. Sulaiman at el. (2011) supported that content knowledge of teaching is benefcial in shaping instructor’s confdence level in teaching and as the result, will help enhance students’ understanding.