The Utilization of Google Classroom In Learning To Psychology Students’ Cognitive Learning Outcomes

Abstract

Background: The utilization of Google Classroom in psychology education has seen a notable increase in recent years, prompting a study to explore its impact on students' cognitive learning outcomes in psychology courses. This study aimed to investigate the influence of Google Classroom on students' cognitive learning outcomes in psychology courses through a quasi-experimental design comparing two groups of students.
Methodology: A quasi-experimental approach was employed, involving the administration of pre-test and post-test measures of cognitive learning outcomes to two student groups. One group received psychology instruction via Google Classroom, while the other group received traditional instruction.
Results: The results revealed that the group instructed through Google Classroom exhibited significantly higher post-test scores compared to the group receiving traditional instruction. This outcome suggests a positive correlation between the use of Google Classroom and enhanced cognitive learning outcomes in psychology courses.
Conclusion: The findings of this study indicate that the utilization of Google Classroom can have a beneficial impact on students' cognitive learning outcomes in psychology education, highlighting the potential of technology-enhanced learning environments in fostering academic achievement.