The Effect of Difference of Interaction Types in Google Classroom on Developing Scratch Programming Skills among Sixth Grade Students and their Attitudes Towards the Programming Subject

This study aimed at identifying the effect of difference of interaction types in Google Classroom on developing scratch programming skills among sixth-grade students and their attitudes towards the programming subject. The study adopted the quasi-experimental methodology design based on two experimental groups. The sample of the study consisted of 66 students; they were divided into two equivalent groups. The first group was taught by a synchronous mode in Google classroom, the second group followed the asynchronous mode in Google classroom. Some tools were prepared such as an achievement test, attitudes scale towards programming, and an evaluation card for the final product of scratch programming skills. The validity and reliability of these tools were verified. The results of the study showed a statistically significant difference between the two groups, in the post-test application of the achievement test and the attitude scale, the differences were in favor of the first group (synchronous mode). There were no statistically significant differences between the two groups in the post test of the evaluation card. The research proposed some recommendations, most important of which is preparing a guide for students and teachers that includes the services provided by Google Classroom and how to employ it effectively in teaching. Keywords: interactive modes, Google classroom, scratch program, programming.