Journal Screenshot

International Journal of Academic Research in Business and Social Sciences

Open Access Journal

ISSN: 2222-6990

The Effect of Google Classroom-Assisted Learning on the Academic Achievement of Students

Noornadiah Md. Sari, Khoo Yin Yin, Zainizam Zakariya

http://dx.doi.org/10.6007/IJARBSS/v14-i4/21165

Open access

The use of technology applications in education is undoubtedly quintessential nowadays. Therefore, the government has launched the Jalinan Digital Negara (JENDELA) (2020-2022) plan by concentrating on learning at home as one of the main plans. Besides, the Ministry of Education Malaysia has also introduced a virtual learning platform called Google Classroom or Digital Educational Learning Initiative Malaysia (DELIMa) at the school level. Nonetheless, the prevalence of economic teaching and learning approaches still depends on conventional learning. The existing approach contradicts constructivist learning and the necessities of the current generation Z, which concentrates on self-directed learning. This research intended to test the effect of Google Classroom-assisted learning on the achievement of economics students. This quasi-experimental study employed pre- and post-achievement tests to collect data on 207 Form Six economics students through random cluster sampling. After collecting and coded data, descriptive analysis and ANCOVA inference were performed. The results reported that the experimental group of students exposed to the collaborative approach (GCDK) and those not exposed to the collaborative approach (GCTK and KPK) differed insignificantly. To gather more extensive data, it is recommended that the prospective researchers interview a larger sample of studies in institutions that offer economics courses at the matriculation and diploma levels. This study drives educators to revise past teaching methods and be open-minded to accept current settings by acknowledging the resources and readiness of existing students in tackling the digital learning environment as the new norm today.

Adams, C., & Dove, A. (2017). Calculus students flipped out: The impact of flipped learning on calculus students’ achievement and perceptions of learning. PRIMUS, 28(6), 600–615. https://doi.org/10.1080/10511970.2017.1332701
Afify, M. K. (2019). The influence of group size in the asynchronous online discussions on the development of critical thinking skills, and on improving students’ performance in online discussion forum. International Journal of Emerging Technologies in Learning (iJET), 14(5). https://doi.org/10.3991/ijet.v14i05.9351
Almasseri, M., & AlHojailan, M. I. (2019). How flipped learning based on the cognitive theory of multimedia learning affects students’ academic achievements. Journal of Computer Assisted Learning. https://doi.org/10.1111/jcal.12386
Al-Qahtani, A. A. Y., & Higgins, S. E. (2012). Effects of traditional, blended and e-learning on students’ achievement in higher education. Journal of Computer Assisted Learning, 29(3), 220–234. https://doi.org/10.1111/j.1365-2729.2012.00490.x
Alsadoon, E. (2020). The impact of an adaptive e-course on students’ achievements based on the students’ prior knowledge. Education and Information Technologies. https://doi.org/10.1007/s10639-020-10125-3
Alshammari, R. (2020). The Current Use of Mobile Devices among Students and Faculty in EFL Teaching in a Saudi Arabian Context. The Turkish Online Journal of Educational Technology, 19(2).
Andel, S. A., de Vreede, T., Spector, P. E., Padmanabhan, B., Singh, V. K., & de Vreede, G. J. (2020). Do social features help in video-centric online learning platforms? A presence perspective. Computers in Human Behavior.
https://doi.org/10.1016/j.chb.2020.106505
Arshad, N. I., Abdullah, M. N., Tg Malim Busu, T. N. Z., Addi, M. M., Mokhtar, N. I., Kalid, K. S., & Sugathan, S. K. (2020). Flipping the classroom to improve academic achievement of information systems students with the support of learning management system (LMS). ASEAN Journal of Engineering Education, 4(2), 8-14.
Attia, N. A., Baig, L., Marzouk, Y. I., & Khan, A. (2017). The potential effect of technology and distractions on undergraduate students' concentration. Pakistan Journal of Medical Sciences, 33(4), 860–865. https://doi.org/10.12669/pjms.334.12560
Azieyana, A., & Andin, C. (2018). Penggunaan strategi pembelajaran koperatif untuk meningkatkan tahap kemahiran berfikir aras tinggi pelajar. Jurnal Pendidikan Malaysia, 43(1), 1-9. http://dx.doi.org/10.17576/JPEN-2018-43.01-01
Becker, W. E., & Watts, M. (2001). Teaching methods in U.S. undergraduate economics courses. The Journal of Economic Education, 32(3), 269–279. https://doi.org/10.1080/00220480109596108
Bernard, R. M., Abrami, P. C., Borokhovski, E., Wade, C. A., Tamim, R. M., Surkes, M. A., & Bethel, E. C. (2009). A meta-analysis of three types of interaction treatments in distance education. Review of Educational Research, 79(3), 1243–1289. https://doi.org/10.3102/0034654309333844
Bervell, B., & Umar, I. N. (2018). Blended learning or face-to-face? Does tutor anxiety prevent the adoption of learning management systems for distance education in Ghana? Open Learning: The Journal of Open, Distance and e-Learning, 1–19. https://doi.org/10.1080/02680513.2018.1548964
Bilyalova, A. A., Salimova, D. A., & Zelenina, T. I. (2019). Digital Transformation in Education. Lecture Notes in Networks and Systems, 265–276. https://doi.org/10.1007/978-3-030-22493-6_24
Biney, I. K. (2019). Experiences of adult learners using Sakai learning management system in learning in Ghana. Journal of Adult and Continuing Education. https://doi.org/10.1177/1477971419864372
Brand Fonseca, K. A., & Soto Peralta, F. (2019). Google Classroom: An Effective Virtual Platform to Teach Writing in an EFL Composition Course. International Journal of English Language Teaching, 6(1), 27. https://doi.org/10.5430/ijelt.v6n1p27
Bulut-Özek, M. (2018). The effects of merging student emotion recognition with learning management systems on learners’ motivation and academic achievements. Computer Applications in Engineering Education, 26, 1862–1872.
Calimeris, L. (2018). Effects of flipping the principles of microeconomics class: Does scheduling matter? International Review of Economics Education.
https://doi.org/10.1016/j.iree.2018.01.002
Cantabella, M., Guillén, M. Á., López, B., Muñoz, A., & Cecilia, J. M. (2019). Evaluation of parallel programming teaching methodologies: On?campus versus online methodologies. Computer Applications in Engineering Education.
https://doi.org/10.1002/cae.22187
Chan, A. K. M., Botelho, M. G., & Lam, O. L. T. (2020). The relation of online learning analytics, approaches to learning and academic achievement in a clinical skills course. European Journal of Dental Education. https://doi.org/10.1111/eje.12619
Chen, C. C., Huang, C., Gribbins, M., & Swan, K. (2018). Gamify online courses with tools built into your learning management system (LMS) to enhance self-determined and active learning. Online Learning, 22(3), 41-54. https://doi.org/10.24059/olj.v22i3.1466
Chung, E., Subramaniam, G., & Dass, L. C. (2020). Online learning readiness among university students in Malaysia amidst Covid-19. Asian Journal of University Education, 16(2), 45–58. https://doi.org/10.24191/AJUE.V16I2.10294
Dash, S. (2019). Google classroom as a learning management system to teach biochemistry in a medical school. Biochemistry and Molecular Biology Education. https://doi.org/10.1002/bmb.21246
Davis, M. E. (2015). Bringing imagination back to the classroom?: A model for creative arts in economics. International Review of Economics Education, 19, 1–12. https://doi.org/10.1016/j.iree.2015.05.001
Davis, T., & Frederick, T.V. (2020). The impact of multimedia in course design on students’ performance and online learning experience: A pilot study of an introductory educational computing course. Online Learning, 24(3), 147-162.
https://doi.org/10.24059/olj.v24i3.2069
Davison, M. L., Davenport, E. C., Chang, Y.-F., Vue, K., & Su, S. (2015). Criterion-related validity: Assessing the value of sub scores. Journal of Educational Measurement, 52(3), 263–279. http://www.jstor.org/stable/43940571
Department of Statistics Malaysia. (2021). Laporan penyiasatan penggunaan dan capaian ICT individu dan isi rumah, Malaysia 2020.
https://www.dosm.gov.my/v1/uploads/files/5_Gallery/2_Media/4_Stats%40media/4-Press_Statement/2021/20210412-Kenyataan_Media Penggunaan_dan_Capaian_ICT_oleh_Individu_dan_Isi_Rumah_2020.pdf
Dontre, A. J. (2020). The influence of technology on academic distraction: A review. Human Behavior and Emerging Technologies, 3(3), 379–390. https://doi.org/10.1002/hbe2.229
Fauzan, & Fatkhul. (2019). The effectiveness of google classroom media on the students’ learning outcomes of Madrasah Ibtidaiyah Teacher Education Department. Jurnal Pendidikan Guru MI, 6(2), 271-285. https://doi.org/10.24235/al.ibtida.snj.v6i2.5149
Ford, E. J., & Leclerc, D. C. (2000). A constructivist approach to college-level economic education. Review of Radical Political Economics, 32(3), 482–494.
Ghavifekr, S. (2020). Collaborative learning: A key to enhance students’ social interaction skills. Malaysian Online Journal of Educational Sciences, 8(4).
Goksu, I., Ergün, N., Ozkan, Z., & Sak?z, H. (2021). Distance education amid a pandemic: Which psycho-demographic variables affect students in higher education? Journal of Computer Assisted Learning, 1–14. https://doi-org.ezpustaka2.upsi.edu.my/10.1111/jcal.12544
Google Trends, (2021). Google Classroom.
https://trends.google.com/trends/explore?q=google%20classroom
Green, R. A., Whitburn, L. Y., Zacharias, A., Byrne, G., & Hughes, D. L. (2017). The relationship between student engagement with online content and achievement in a blended learning anatomy course. Anatomical Sciences Education.
https://doi.org/10.1002/ase.1761
Haggag, M. H. (2019). Using google classroom in enhancing communicative grammar use and attitudes of non-english specialized post graduates. European Scientific Journal, 15(1). http://dx.doi.org/10.19044/esj.2019.v15n1p261
Haleem, A., Javaid, M., Qadri, M.A., Suman, R. (2022). Understanding the role of digital technologies in education: A review. Sustainable Operations and Computers, 3, 275-285. https://doi.org/10.1016/j.susoc.2022.05.004
Heissel, J. A., Levy, D. J., & Adam, E. K. (2017). Stress, sleep, and performance on standardized tests: Understudied pathways to the achievement gap. AERA Open, 3(3). https://doi.org/10.1177/2332858417713488
Howell, E., Perez, S., & Abraham, W. T. (2020). Toward a professional development model for writing as a digital, participatory process. Reading Research Quarterly. https://doi.org/10.1002/rrq.294
Hu, X., Ng, J., Tsang, K. K. Y., & Chu, S. K. W. (2019). Integrating mobile learning to learning management system in community college. Community College Journal of Research and Practice, 1–16. https://doi.org/10.1080/10668926.2019.1640146
Huang, T. H., Liu, F., Chen, L. C., & Tsai, C. C. (2021) The acceptance and impact of Google Classroom integrating into a clinical pathology course for nursing students: A technology acceptance model approach. PLoS ONE, 16(3). https://doi.org/10.1371/journal.pone.024781
Hughes, C., Costley, J., & Lange, C. (2018). The effects of self-regulated learning and cognitive load on beginning to watch and completing video lectures at a cyber-university. Interactive Technology and Smart Education, 15(3), 220-237.
https://doi.org/10.1108/ITSE-03-2018-0018
Hultberg, P. T., & Calonge, D. S. (2017). Effective teaching of economics: A constrained optimization problem? The Journal of Economic Education, 48(4), 265–275. https://doi.org/10.1080/00220485.2017.1353458
Hussein, M. H., Ow, S. H., Ibrahim, I., & Mahmoud, M. A. (2020). Measuring instructors continued intention to reuse Google Classroom in Iraq: A mixed-method study during COVID-19. Interactive Technology and Smart Education. https://doi.org/10.1108/ITSE-06-2020-0095
Hwang, C. S. (2020). Using continuous student feedback to course-correct during COVID-19 for a nonmajors chemistry course. Journal of Chemical Education, 97(9), 3400–3405. https://doi.org/10.1021/acs.jchemed.0c00808
Ismail, N. S., Abu Bakar, N. M., & Wafa, S. S. T. S. W. W. (2020). Online learning challenges during pandemic COVID-19 in Malaysian higher learning institution. Universal Journal of Educational Research, 8(12), 7151 - 7159.
https://doi.org/10.13189/ujer.2020.081282
Izwan Nizal, M. S., Jastini, M. J., & Sarah Syamimi, M. R. (2016). Google Classroom as a tool for active learning. Proceedings of the International Conference on Applied Science and Technology. https://doi.org/10.1063/1.4960909
Jalani, N. H., & Sern, L. C. (2015). The example-problem-based learning model: Applying cognitive load theory. Procedia-Social and Behavioral Sciences, 195, 872–880. https://doi.org/10.1016/j.sbspro.2015.06.366
Jamiludin, Darnawati, Uke, W.A.S., & Salim. (2021). The use of Google Classroom application in a blended learning environment. Journal of Physics: Conference Series. https://doi.org/10.1088/1742-6596/1752/1/012066
Jazayeri, M., & Li, X. (2020). Examining the effect of blended instructional method on students’ grades in an introductory statistics course. International Journal of Mathematical Education in Science and Technology, 1–10.
https://doi.org/10.1080/0020739X.2020.1775319
Jowsey, T., Foster, G., Cooper-Ioelu, P., & Jacobs, S. (2020). Blended learning via distance in pre-registration nursing education: A scoping review. Nurse Education in Practice. https://doi.org/10.1016/j.nepr.2020.102775
Kim, S., & Kim, D. J. (2021). Structural relationship of key factors for student satisfaction and achievement in asynchronous online learning. Sustainability, 13.
https://doi.org/10.3390/su13126734
Law, Y. K., Tobin, R. W., Wilson, N. R., & Brandon, L. A. (2020). Improving student success by incorporating instant-feedback questions and increased proctoring in online science and mathematics courses. Journal of Teaching and Learning with Technology, 9, 64–78. https://doi.org/10.14434/jotlt.v9i1.29169
Le, H., Janssen, J., & Wubbels, T. (2017). Collaborative learning practices: Teacher and student perceived obstacles to effective student collaboration. Cambridge Journal of Education. https://doi.org/10.1080/0305764X.2016.1259389
Lee, S. (2021). Factors affecting the quality of online learning in a task?based college course. Foreign Language Annals. https://doi.org/10.1111/flan.12572
Lento, C. (2016). Promoting active learning in introductory financial accounting through the flipped classroom design. Journal of Applied Research in Higher Education, 8(1), 72–87. https://doi.org/10.1108/JARHE-01-2015-0005
Lynn, M. R. (1986). Determination and quantification of content validity. Nursing research, 35, 378-382.
Malaysian Communications and Multimedia Commission (MCMC). (2020a). JENDELA Fourth quartely report. https://myjendela.my/
Malaysian Communications and Multimedia Commission (MCMC). (2020b). Internet users survey 2020. https://www.mcmc.gov.my/skmmgovmy/media/General/pdf/IUS-2020-Infographic.pdf
Marburger, D. R. (2005). Comparing student performance using cooperative learning. International Review of Economics Education, 4(1), 46–57.
https://doi.org/10.1016/S1477-3880(15)30138-9
Martin, F., & Bolliger, D. U. (2018). Engagement matters: Student perceptions on the importance of engagement strategies in the online learning environment. Online Learning, 22(1), 205- 222. https://doi.org/10.24059/olj.v22i1.1092
McCarthy, A. M., Maor, D., McConney, A., & Cavanaugh, C. (2023). Digital transformation in education: Critical components for leaders of system change. Social Sciences & Humanities Open, 8. https://doi.org/10.1016/j.ssaho.2023.100479
McMillan, J. H., & Schumacher, S. (1984). Research In Education. Little, Brown & Company Limited.
Ministry of Education Malaysia (MOE). (2013). Malaysia Education Blueprint 2013-2025, Online available from https://www.moe.gov.my/muat-turun/penerbitan-dan-jurnal/1818-pelan-pembangunan-pendidikan-2013-2025/file
Tahir, M. H., Adnan, M. A. H., Ya Shak, M. S., Shah, M. D. S., & Devi Piaralal, S. (2022). Secondary ESL teachers use of Google Classroom during COVID-19 pandemic. Malaysian Journal of Social Sciences and Humanities (MJSSH), 7(5).
https://doi.org/10.47405/mjssh.v7i5.1502
Mokhtar, R., & Karim, M. H. A. (2021). Exploring students behaviour in using google classroom during covid-19 pandemic: Unified theory of acceptance and use of technology (UTAUT). Journal of Modern Education, 3(8), 182-195.
Motz, B. A., Quick, J. D., Wernert, J. A., & Miles, T. A. (2021). A pandemic of busywork: Increased online coursework following the transition to remote instruction is associated with reduced academic achievement. Online Learning, 25(1), 70-85.
https://doi.org/10.24059/olj.v25i1.2475
Mozahem, N. A. (2020). Using learning management system activity data to predict student performance in face-to-face courses. International Journal of Mobile and Blended Learning, 12(3), 20–31. https://doi.org/10.4018/IJMBL.2020070102
Mpungose, C. B., & Khoza, S. B. (2020). Postgraduate students’ experiences on the use of Moodle and Canvas learning management system. Technology, Knowledge and Learning. https://doi.org/10.1007/s10758-020-09475-1
Murugesan, V., & Santhirasekaran, D. (2021). Students’ perception on using Google classroom for learning during COVID-19 outbreak. Asian Journal of English Language and Pedagogy, 9(1), 92–101. https://doi.org/10.37134/ajelp.vol9.1.8.2021
Mwalumbwe, I., & Mtebe, J. S. (2017). Using learning analytics to predict students’ performance in Moodle learning management system: A case of Mbeya University of science and technology. The Electronic Journal of Information Systems in Developing Countries, 79(1), 1–13. https://doi.org/10.1002/j.1681-4835.2017.tb00577.x
Nassr, R. M., Aborujilah, A., Aldossary, D. A., & Aldossary, A. A. A. (2020). Understanding education difficulty during COVID-19 lockdown: Reports on Malaysian University students’ experience. IEEE Access, 8, 186939–186950.
https://doi.org/10.1109/ACCESS.2020.3029967
Ndlovu, M. C., & Mostert, I. (2017). Teacher perceptions of Moodle and throughput in a blended learning programme for in-service secondary school mathematics teachers. Africa Education Review, 15(2), 131–151.
https://doi.org/10.1080/18146627.2016.1241667
NoorAileen, I., Syafiq, M. Y. S., Thuraiya, M., Nur Ain, I., Dhayapari, P. P., Azurawati, Z., & Siti Maryam, A. Y. (2015). Procedia Economics and Finance, 31, 346-353. https://doi.org/10.1016/S2212-5671(15)01208-3
Olelewe, C. J., & Agomuo, E. E. (2016). Effects of B-learning and F2F learning environments on students’ achievement in QBASIC programming. Computers & Education, 103, 76–86. https://doi.org/10.1016/j.compedu.2016.09.012
Oliveira, K. K. D. S., & de Souza, R. A. C. (2022). Digital transformation towards education 4.0. Informatics in Education, 21(2), 283–309. https://doi.org/10.15388/infedu.2022.13
Ongeri, J. D. (2017). Instruction of economics at higher education: A literature review of the unchanging method of “talk and chalk”. International Journal of Management Education, 15(2), 30–35. https://doi.org/10.1016/j.ijme.2017.03.001
Paterson, T., & Prideaux, M. (2020). Exploring collaboration in online group based assessment contexts: Undergraduate business program. Journal of University Teaching and Learning Practice, 17(3).
Ping, L. C. (2003). Information and communication technologies (ICT) addressing the challenges of economics education: To be or not to be? International Review of Economics Education, 2(1), 25–54. https://doi.org/10.1016/S1477-3880(15)30153-5
Polit, D. F., & Beck, C. T. (2006). The content validity index: Are you sure you know what’s being reported? Critique and recommendations. Research in Nursing & Health, 29(5), 489–497. https://doi.org/10.1002/nur.20147
Polit, D. F., Beck, C. T., & Owen, S. V. (2007). Is the CVI an acceptable indicator of content validity? Appraisal and recommendations. Research in Nursing & Health, 30(4), 459– 467. https://doi.org/10.1002/nur.20199
Ramadhani, Umam, Abdurrahman, & Syazali. (2019). The effect of flipped-problem based learning model integrated with LMS-Google Classroom for senior high school students. Journal for the Education of Gifted Young Scientists, 7(2), 137-158.
Ramlee, I., Marinah, A., Seow, Y. P., & Muhammad Ridhuan, B. A. (2020). Active learning in economic subject: A case study at secondary school. International Journal of Learning, Teaching and Educational Research, 19(10), 19-31.
https://doi.org/10.26803/ijlter.19.10.2
Rapanta, C., Botturi, L., Goodyear, P., Guàrdia, L., & Koole, M. (2020). Online university teaching during and after the Covid-19 crisis: Refocusing teacher presence and learning activity. Postdigital Science and Education. https://doi.org/10.1007/s42438-020-00155-y
Razali, S. N., Shahbodin, F., Bakar, N., Hussin, H., Ahmad, M. H., & Sulaiman, N. (2013). Incorporating learning management system with social network sites to support online collaborative learning: Preliminary analysis. Lecture Notes in Computer Science, 549–557. https://doi.org/10.1007/978-3-319-02958-0_50
Sangster, A., Stoner, G., & Flood, B. (2020). Insights into accounting education in a COVID-19 world. Accounting Education, 1–132.
https://doi.org/10.1080/09639284.2020.1808487
Schindler, L. A., Burkholder, G. J., Morad, O. A., & Marsh, C. (2017). Computer-based technology and student engagement: A critical review of the literature. International Journal of Educational Technology in Higher Education, 14(1). https://doi.org/10.1186/s41239-017-0063-0
Shakoor, F., Fakhar, A., & Abbas, J. (2021). Impact of smartphones usage on the learning behaviour and academic performance of students: Empirical evidence from Pakistan. International Journal of Academic Research in Business and Social Sciences, 11(2), 862–881. http://dx.doi.org/10.6007/IJARBSS/v11-i2/8902"
Shukor, N. A., Tasir, Z., Van der Meijden, H., & Harun, J. (2014). A predictive model to evaluate students’ cognitive engagement in online learning. Procedia - Social and Behavioral Sciences, 116, 4844–4853. https://doi.org/10.1016/j.sbspro.2014.01.1036
Soffer, T., & Cohen, A. (2019). Students’ engagement characteristics predict success and completion of online courses. Journal of Computer Assisted Learning. https://doi.org/10.1111/jcal.12340
Stacey, E. (1999). Collaborative learning in an online environment. Journal of Distance Education, 14(2).
Stewart, J., & Haswell, K. (2013). Assessing readiness to work in primary health care: The content validity of a self-check tool for physiotherapists and other health professionals. Journal of Primary Health Care, 5(1), 70–73.
Ahmad, S. T., Ramlan, Z., & Krishnan, K. S. (2020). Acceptance of google classroom for learning english exit test. International Journal Of Modern Languages And Applied Linguistics, 4(1), 67-76. https://doi.org/10.24191/ijmal.v4i1.9504
Tarteer, S., Badah, A., & Khlaif, Z.N. (2021). Employing google classroom to teach female students during the COVID-19 pandemic. Interdisciplinary Journal of Practice, Theory, and Applied Research. https://doi.org/10.1080/07380569.2021.1988318
Tawalbeh, M. A. R. (2020). Quality of blended learning as perceived by Arab Open University students. Journal of Education and Learning (EduLearn), 14(3), 449–455.
Aini, T. S. S. A., Suriya, Z. R., & Shashi, K. K. (2020). Acceptance of google classroom for learning english exit test. International Journal of Modern Languages and Applied Linguistics, 4(1).
Vercellotti, M. L. (2017). Do interactive learning spaces increase student achievement? A comparison of classroom context. Active Learning in Higher Education. https://doi.org/10.1177/1469787417735606
Vo, M. H., Zhu, C., & Diep, A. N. (2020). Students’ performance in blended learning: Disciplinary difference and instructional design factors. Journal of Computers in Education, 7(4), 487–510. https://doi.org/10.1007/s40692-020-00164-7
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press
Wan, G. C., Gao, C., & Tong, M. S. (2017). An efficient method for changing undergraduate students’ addiction to the computer games into the interest of learning. 2017 IEEE 6th International Conference on Teaching, Assessment, and Learning for Engineering (TALE). https://doi.org/10.1109/TALE.2017.8252324
Widiyatmoko, A. (2021). The effectiveness of google classroom as a tool to support online science learning: a literature review. Journal of Physics: Conference Series. https://doi.org/10.1088/1742-6596/1918/5/052069
Yilmaz, R., & Yilmaz, K. F. G. (2020). Examination of the effectiveness of the task and group awareness support system used for computer-supported collaborative learning. Educational Technology Research and Development. https://doi.org/10.1007/s11423-020-09741-0
Yorganci, S. (2020). Implementing flipped learning approach based on “first principles of instruction” in mathematics courses. Journal of Computer Assisted Learning. https://doi.org/10.1111/jcal.12448

(Sari et al., 2024)
Sari, N. M., Yin, K. Y., & Zakariya, Z. (2024). The Effect of Google Classroom-Assisted Learning on the Academic Achievement of Students. International Journal of Academic Research in Business & Social Sciences, 14(4), 354–369.