أثر التعلم ذاتيا من خلال moodle على تحصيل طلبة الدبلوم العالي في مقرر القياس والتقويم
The study aimed to investigate the impact of self-directed learning through MOODLE on the academic achievement of postgraduate students in the Measurement and Evaluation course. A quasi-experimental design was employed to achieve the study's objectives. Participants were purposively selected from the Education College (Postgraduate track) at a university in the capital, Amman, totaling 59 students. The participants were divided into two groups, with the experimental group, randomly selected from the total, being taught through MOODLE and engaging in self-directed learning, while the control group (39 students) received traditional instruction.The study utilized a post-test measuring the core features of classroom assessments in the Measurement and Evaluation course. The test was administered to both study groups in the second semester. The results of the first hypothesis indicated no statistically significant differences between the mean scores of students' performance on the achievement test in the core features unit of classroom assessments in the Measurement and Evaluation course attributed to the teaching method. The analysis results also showed no statistically significant differences in the mean scores of students' performance on the achievement test related to the variable of experience. This suggests that the impact of self-directed learning through MOODLE on the academic achievement of postgraduate students in the Measurement and Evaluation course cannot be significantly attributed to the students' prior experience.In light of the results, the study recommended updating teacher training programs to align with and accommodate the skills of the 21st-century teacher. (Author's abstract)