Open AccessThe Impact of Google Classroom-assisted Collaborative Learning Approach on Economics Students' Attitudes
Author(s) -
Noornadiah Md,
Yin Yin Khoo,
Khoo Yin Yin
Publication year - 2021
Publication title -
international journal of advanced research in education and society
Language(s) - English
Resource type - Journals
ISSN - 2682-8138
DOI - 10.55057/ijares.2021.3.4.3
Subject(s) - certificate , collaborative learning , test (biology) , government (linguistics) , economics education , mathematics education , plan (archaeology) , descriptive statistics , cluster sampling , face to face , medical education , psychology , computer science , sociology , primary education , geography , medicine , mathematics , paleontology , population , linguistics , philosophy , statistics , archaeology , demography , algorithm , epistemology , biology
The education recovery plan in Malaysia was opened in stages according to four phases. The Government launched the State Digital Network plan (Jalinan Digital Negara, JENDELA) 2020-2022 by focusing on learning needs at home as one of the national agendas. This situation presented a challenge for students, especially those who would face major examinations such as the Malaysian High School Certificate (Sijil Tinggi Pelajaran Malaysia, STPM) because the usual learning approach was face-to-face. The Google Classroom application was one of the preferred learning management systems in Malaysia. The application offered easy communication and discussion, making it easier for students to carry out collaborative learning. However, to what extent does the collaborative learning approach assisted by Google Classroom impact the attitudes of economics students. This study aims to test the impact of Google Classroom-assisted collaborative learning on the attitudes of economics students. This quasi-experimental study uses pre-test and post-test instruments to collect data on 207 Form Six economics students through cluster random sampling. Descriptive (frequency, percentage, and mean) and inferential (ANOVA) analyses were performed after data were collected and coded. The results showed that the experimental group which was exposed to the collaborative approach (GCDK) showed a better attitude towards economics learning than the group of students who were not exposed to the collaborative approach (GCTK and KPK). It is recommended for future researchers to further expand the study in various locations that offered economics courses at the pre-university level. The results impacted the teachers, administrators, and policymakers to preparedly face the learning environment after Covid-19 in the future.