<![CDATA[Digital learning that relies on multiple separate platforms may hinder students’ structured access to learning materials and activities. To address this issue, the Google Sites-based STAT-TECH Portal was implemented as an integrated digital learning hub in an Educational Statistics course. This study aimed to analyze changes in students’ learning outcomes before and after the implementation of the STAT-TECH Portal and to describe their learning experiences while using the portal. A quantitative approach with a one-group pretest-posttest design was employed, involving 39 students enrolled in an elementary teacher education program. The portal was implemented over seven class meetings. Data were collected through learning achievement tests administered before and after the implementation and a learning experience questionnaire administered at the end of the implementation. Learning outcome data were analyzed using descriptive statistics, the Shapiro-Wilk normality test, a paired-samples t-test, normalized gain, and effect size, while questionnaire responses were analyzed descriptively using percentages. The mean learning score increased from 65.55 to 84.54, with a statistically significant difference (p < 0.001), a moderate normalized gain of 0.49, and a large effect size (Cohen’s d = 1.397). Thirty students completed the questionnaire, resulting in an overall learning experience score of 89.73%, categorized as very good. These findings indicate that the implementation of the STAT-TECH Portal was accompanied by improved learning outcomes and positive learning experiences. However, given the absence of a control group, the observed improvement cannot be attributed solely to the portal. The findings suggest that the STAT-TECH Portal has the potential to serve as an integrated digital learning hub that facilitates structured access to learning resources and activities in Educational Statistics.]]>
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