Impact of Google workspace for Education platform on developing self-learning skills for applicators of Arabic language departments in colleges of education in Kurdistan region
Abstract
The research aims to know the impact of the Google workspace for Education platform in developing self-learning skills for the applicators of the Arabic language departments in colleges of education in Kurdistan region. To achieve the aim of the research, the researcher formulated the following hypothesis:
& There is no statistically significant difference between the average scores of the applied students of the experimental group who study practical education on the Google workspace for Education platform and the average scores of the applied students of the control group who study the same subject in the traditional way in the self-learning skills test.
The College of Education, Garmian University in the Kurdistan region, was deliberately tested to apply the research, and it was chosen by random assignment, Division (A) to be the experimental group who study practical education on the Google workspace for Education platform, which numbered (36) students. And Division (B) to be the control group who study in the traditional way, and their number is (36) male and female students. The data was processed statistically using the statistical social bag (SPSS) in its research procedures, and analysis of the result, based on the following means: T-test for two independent samples (T-Test), chi-square (K2), the equation of effectiveness ratio for (McGujian), where the research result showed:
& There is a difference between the average scores of the experimental group students of (370.78) and the average scores of the control group students, which amounted to (263.15), as the calculated T-value of (18.153) was greater than the tabular T-value of (2.010) at the level of significance (0.05), and the degree of freedom (62). This indicates the existence of a statistically significant difference between the average scores of the students of the two research groups in the self-learning skills test and in favor of the experimental group. That is, the instructional-learning design had a positive impact on self-learning skills.