The Effect of Using Microsoft Teams on the Achievement and Self-Learning Skills among Undergraduate Students in the School of Educational Sciences at the University of Jordan
DOI:
https://doi.org/10.3991/ijim.v18i06.48271Keywords:
Microsoft Teams, Communication Platform, Academic Achievement, Self-Learning Skills, The University of JordanAbstract
The study aimed to investigate the effect of using Microsoft Teams on the achievement and self-learning skills among undergraduate students in the School of Educational Sciences at the University of Jordan. The study used the quasi-experimental approach, and the number of study members was (88) students of the Computerized Children’s Programs course, who were divided into two groups. They were intentionally chosen and randomly distributed. The first one was the experimental group that underwent teaching using the Microsoft Teams application, with (46) students; the second one was the control group that underwent teaching using the traditional method, with (42) students, during the first semester of 2022/2023. An achievement test consisting of (25) questions was prepared, as well as a self-learning skills scale consisting of (30) items. Both study tools were applied to the sample and their validity and reliability were verified. The results showed that there were statistically significant differences between the average scores of students in the achievement test and the self-learning scale post measurement, which was attributed to the teaching method variable and in favor of the experimental group that used the Microsoft Teams application. The study recommended implementing teaching methods using the Microsoft Teams application in the event of remote learning and to employ in the rest of the other educational courses and at all levels, editing courses to fit with the use of the Microsoft Teams application.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Muhannad Al-Shboul
This work is licensed under a Creative Commons Attribution 4.0 International License.
The submitting author warrants that the submission is original and that she/he is the author of the submission together with the named co-authors; to the extend the submission incorporates text passages, figures, data or other material from the work of others, the submitting author has obtained any necessary permission.
Articles in this journal are published under the Creative Commons Attribution Licence (CC-BY What does this mean?). This is to get more legal certainty about what readers can do with published articles, and thus a wider dissemination and archiving, which in turn makes publishing with this journal more valuable for you, the authors.
By submitting an article the author grants to this journal the non-exclusive right to publish it. The author retains the copyright and the publishing rights for his article without any restrictions.
This journal has been awarded the SPARC Europe Seal for Open Access Journals (What's this?)