Effects of Google Classroom-Based Learning Plan on Students’ Academic Achievement, Resilience, and Attitudes Toward Learning Science

This study investigated the effects of Google Classroom-Based Learning Plan (GCLP) on students’ academic achievement, resilience, and attitudes toward learning science using a multiphase mixed-methods design. In particular, the developmental design was initially employed, followed by the embedded design, which captured both quantitative and qualitative measures. The researcher adapted the resilience test and science attitude test and developed the design and content of the GC-LP as an instructional guide and the achievement test in Grade 5 Science. Both GC-LP and the science achievement test were evaluated by two sets of three science education experts for content validation purposes. The GC-LP was purposively implemented to 70 students from four Grade 5 classes, which were treated as one intact group, for six weeks between the administration of the pre-test and post-test of science achievement, resilience test, and attitude tests. Results of the t-test on students’ achievement revealed notable improvement (MPR=10.91, SDPR=3.690; MPO=19.69, SDPO=3.441) with p<.001 and effect size of d=2.337. Similarly, the results of the t-test on students’ resilience presented a significant difference (MPR=2.99, SDPR=0.356; MPO=3.23, SDPO=0.300) with p<.001 and effect size of d=0.645. The results of the t-test on students’ attitudes toward learning science also indicated a significant difference (MPR=3.12, SDPR=0.348; MPO=3.30, SDPO=0.269) with p<.001 and effect size of d=0.518. These results afforded sets of evidence on the significant influence of carefully and critically developed learning resources in facilitating students' learning of science concepts, as well as in enhancing positive views, interest, and motivation of students towards learning science.