Online Course Management System: Tool For Improving Classroom Performance in General Psychology

Abstract

The study aimed to design, implement, and evaluate a MOODLE supported teaching environment for General Psychology. Four classes were matched based on the result of a diagnostic test. Two classes were assigned to a MOODLE environment teaching on selected topics for the duration of a semester while the other two went to the classroom environment group without access to resources in MOODLE. Both groups yielded very significant difference between their pretest and posttest scores. In the MOODLE environment group, a mean difference of 3 points was consistent across three grading periods. In the classroom environment group, the lowest mean difference was 1 point while the highest was 4 points. Comparing the posttest scores of the MOODLE and the classroom groups, a significant difference was noted in the last grading period with the MOODLE group scoring 2 points higher. These indicate that the interaction between teacher and other learners that take place in the classroom resulted to a greater improve ment in classroom performance. However, efficacy and confidence in using the computer to access resources in MOODLE give students better chance in improving classroom performance.