THE EFFECTIVENESS OF USING GOOGLE TOOLS IN SECONDARY SCHOOL - A CASE STUDY OF GRADE 7

Autori

  • Sanjaabadam Sed Research Director, Mongolian National Institute for Educational Research, Ulaanbaatar, Mongolia
  • Bayarmaa Bazarsuren Researcher, Mongolian National Institute for Educational Research, Ulaanbaatar, Mongolia Psychological Department, Mongolian State University of Education, Ulaanbaatar, Mongolia
  • Bayasgalan Erdenebaatar Researcher, Mongolian National Institute for Educational Research, Ulaanbaatar, Mongolia
  • Munkhmagmai Altangerel Researcher, Mongolian National Institute for Educational Research, Ulaanbaatar, Mongolia
  • Bayarsaikhan Batmandakh Researcher, Mongolian National Institute for Educational Research, Ulaanbaatar, Mongolia
  • Munkhbat Sharavjamts Researcher, Mongolian National Institute for Educational Research, Ulaanbaatar, Mongolia

DOI:

https://doi.org/10.46827/ejes.v12i7.6107

Parole chiave:

pre-survey, post-survey, Chromebook, Google tools, digital, technology

Abstract

Within the framework of the Albus research project jointly implemented by Google for Education’s official partner iCORE Mongolia, the Ministry of Education, and the General Authority for Education, the research team from the Mongolian National Institute for Educational Research conducted a pilot-study over a period of 3.5 months starting from November 2024 at the secondary school affiliated with the Mongolian National University of Education (MNUE). This study aimed to examine the impact of using Google’s educational tools on teaching and learning processes. To address this objective, a mixed-methods approach was used to examine one pilot group and one control group of 7th-grade students from a selected school. Data on implementation and outcomes were collected and analyzed, providign the foundation for the study’s conclusions and recommendations. According to the pilot study results, students’ use of mobile phones during lessons decreased from 88.6% to 42.9% in the post-survey stage, while their participation in lessons using Chromebooks increased. Also, with the help of Google tools, students became more interested in their lessons, gained more self-confidence, and felt freer to express their own ideas. 71.4% of teachers agreed that using Chromebooks and Google tools supported students in working in teams, and 64.3% of students reported that it helped their communication with classmates. At the beginning of the pilot, about 40% of teachers used digital devices and software 3–4 times a week in classroom teaching, but in the post-survey stage, 92.8% of them used Chromebooks and Google tools during some or all lessons. In addition, teachers’ digital skills improved, and students showed progress in their STEAM skills, information searching using search engines, and problem-solving skills.

 

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Biografie autore

  • Sanjaabadam Sed, Research Director, Mongolian National Institute for Educational Research, Ulaanbaatar, Mongolia

    Sanjaabadam Sed has been working at the Mongolian National Institute for Educational Research (MNIER) since 1997, serving in the roles of researcher and Academic secretary. She has participated in numerous national and international research initiatives, contributing as a researcher, team leader, and coordinator. Notable projects include the Literacy Assessment and Monitoring Programme (LAMP) (2010), the International Comparative Study on Distance Education Policies for Teacher Training in Developing Countries (2009), the Curriculum Development and Integration Project for Global Citizenship Education (GCED) (2016–2018), and the Study on Citizens’ Digital Skills Needs (2022–2023). She has co-authored five monographs and approximately 40 methodological guides and policy recommendations. Her academic contributions include 29 sole-authored research articles and over 30 co-authored publications. In the past five years alone, she has presented more than 10 papers at national and international academic conferences.

    Email: sanjaabadam@mier.mn

  • Bayarmaa Bazarsuren, Researcher, Mongolian National Institute for Educational Research, Ulaanbaatar, Mongolia Psychological Department, Mongolian State University of Education, Ulaanbaatar, Mongolia

    Bayarmaa Bazarsuren has been working at the Mongolian National Institute for Educational Research since 2000. She has co-authored four monographs, developed 18 methodological guides, and contributed to 14 policy recommendations. Her publication record includes 30 research articles, 29 co-authored articles published domestically, and 3 internationally. Additionally, she has written and published 102 informational articles. She has presented a total of 22 papers at international conferences (7 abroad) and 15 at national conferences. Bayarmaa has extensive experience participating in 21 national and international projects as a researcher and team leader.

    Email: bayarmaa@mier.mn

  • Bayasgalan Erdenebaatar, Researcher, Mongolian National Institute for Educational Research, Ulaanbaatar, Mongolia

    Erdenebaatar Bayasgalan has been working as a researcher at the Mongolian National Institute for Educational Research (MNIER) since 2019. And he is a doctoral student at the Psychological Department, the Mongolian State University of Education. During this period, he gained experience serving as both a researcher and team leader on five national and international projects, including the Study on Citizens’ Digital Skills Needs, School Climate, and the Supporting Learning through Promoting Equal Opportunities projects. They have authored and published eight research articles and presented seven papers at national and international academic conferences.

    Email: bayasgalan@mier.mn

  • Munkhmagmai Altangerel, Researcher, Mongolian National Institute for Educational Research, Ulaanbaatar, Mongolia

    Munkhmagnai Altangerel has been working as a researcher at the Mongolian National Institute for Educational Research since 2018. He has contributed as a researcher to several projects, including the development of ICT competency standards integrated into teacher professional development programs; the incorporation of ICT competency criteria into teacher training curricula and the creation of in-service teacher training modules; the development of an electronic content management system for educational materials used at kindergarten and general education school levels; the formulation of requirements for electronic textbooks and open educational resources in general education; the design of training and operational guidelines to support remediation of academic delays among general education students; and the project on innovative approaches to improving the quality and accessibility of distance education.

    Email: munkhmagnai@mier.mn

  • Bayarsaikhan Batmandakh, Researcher, Mongolian National Institute for Educational Research, Ulaanbaatar, Mongolia

    Bayarsaikhan Batmandakh has been working as a researcher at the Mongolian National Institute for Educational Research (MNIER) since 2016. During this period, he has participated as a researcher in various national and international projects. These include the Comprehensive Study on the Development of Mongolian Children, the Study on the Implementation of the General Education Curriculum and Its Influencing Factors, the Study on Citizens’ Digital Skills Needs, and the Study on the Electronic Management and Learning Management Systems in Kindergartens and Secondary Schools, as well as the Study on the Current State and Capacity of Dormitories. He has gained experience in disseminating research findings through co-authored articles published in both domestic and international academic journals. Furthermore, he has been involved in the development of the digital version of the Comprehensive Study on the Development of Mongolian Children and is actively participating in the development of the Institute’s internal information system. He also holds the position of technical editor for the Mongolian Journal of Educational Research, published by the MNIER.

    Email: bayarz@mier.mn

  • Munkhbat Sharavjamts, Researcher, Mongolian National Institute for Educational Research, Ulaanbaatar, Mongolia

    Munkhbat Sharavjamts has been working as a research scientist at the National Institute for Educational Research of Mongolia since 2019. Throughout his work at the institute, he has served as a data analyst and team researcher on seven research projects. He specializes in data analysis and actively participates in studies related to educational assessment. His contributions include analyzing assessment item banks and task banks used in a two-phase study on children's holistic development. He also co-authored a monograph on the developmental characteristics of Mongolian children. He has written and published ten academic articles, both independently and in collaboration with others.

    Email: munkhbat@mnier.mn

Riferimenti bibliografici

Ministry of Education and Science (2022). National discussion on transformation education. Ulaanbaatar. Download link: https://www.news.mnier.mn/posts/48/24

Ministry of Education and Science (2022 Action plan for implementing digital transition in the Mongolian education sector. Download link: https://legalinfo.mn/mn/detail?lawId=17140893789801

Mongolian National Institute for Educational Research (2023). Survey to determine citizens' e-skills needs. Download link: https://sudalgaa.gov.mn/irgediyn-tsakhim-ur-chadvaryn-kheregtsee-todorkhoylokh-sudalgaa-cs6

Itgel, М., Otgonbaatar, Kh., Sanjaabadam, S., Tuya, U., Enkhjargal, KH., & Densmaa, J. (2024). Concepts to Develop Education in Mongolia from a Sustainable Perspective. Mongolian National Institute for Educational Research, 29(2). https://doi.org/10.56380/mjer.v29.2.1

Parliament. (2020). "Vision -2050" is Mongolia's long-term development policy. Download link: https://legalinfo.mn/mn/detail?lawId=211057

UNESCO. (2016). Sustainable Development Goal 4: Education 2030. Manual.

Future Education Innovation Center Seoul National University (2024). The Evaluation of Effective of Using Google for Education Products. 2024-1 Albus Project in Goseo Elementary & Nampyeong Middle School, Jeonnam, South Korea

The Vietnam National Institute of Educational Sciences (2022). Google Solutions in Vietnam: How technology transforms teaching and learning experimental school of educational science.

OECD (2018). Teaching and Learning International Survey Report. Download link: https://www.oecd.org/en/about/programmes/talis.html

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Pubblicato

2025-07-02

Fascicolo

V. 12 N. 7 (2025)

Sezione

Articles

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