Effect of Google Sites on Science Achievement among Year Five Students

Autor/inn/en	Ramasundrum, Saraswathy; Sathasivam, Renuka V.
Titel	Effect of Google Sites on Science Achievement among Year Five Students
Quelle	In: Malaysian Online Journal of Educational Sciences, 10 (2022) 2, S.24-34 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Science Achievement; Grade 5; Educational Technology; Technology Uses in Education; Internet; Web Sites; Teaching Methods; Interaction; Conventional Instruction; Instructional Effectiveness; Elementary School Students; Elementary School Science; Foreign Countries; Malaysia + Suchen Sie Ihr Suchwort? School year 05; 5. Schuljahr; Schuljahr 05; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Web-Design; Teaching method; Lehrmethode; Unterrichtsmethode; Interaktion; Unterrichtserfolg; Ausland
Abstract	Research has shown that students' science achievement has declined because of outdated pedagogies and a lack of innovation in teaching and learning. The penetration of digital technologies into teaching could help improve this situation. This study aimed to see the effect of Google Sites on Year 5 students' science achievement. A quasi-experimental research design was used. The experimental group consisted of 35 students exposed to Google Sites, leading to more flexible and interactive learning. The students were exposed to various teaching materials such as videos and online notes and were more actively interacting with peers and teacher. In the control group, 31 students were exposed to the conventional teaching method. The pre/post-test encompassed higher-order thinking questions on the science topic -- States of Matter was the main data source. The data were analysed using Analysis of Covariance (ANCOVA) with pre-test as covariate. The findings revealed a statistical difference in the mean score of students' achievements between the control and experimental group: F (1,65) = 31.37, p < 0.001. The experimental group achieved better scores and gave better quality answers. The study implies that teachers could use free and user-friendly technological tools to improve the quality of their teaching. However, support and space for teachers to engage and get familiarised with these tools must be made available. (As Provided).
Anmerkungen	University of Malaya Faculty of Education. Kuala Lumpur 50603 Malaysia. Web site: https://mojes.um.edu.my/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01