Features of Google Classroom: Perceived Usefulness by Intermediate Teachers and Learners

Features of Google Classroom: Perceived Usefulness by Intermediate Teachers and Learners  

Junalyn Canuto-Penrad^* , Renevick C. Bayog

Faculty, STELA University of Baguio

^*Corresponding Author

DOI: https://dx.doi.org/10.47772/IJRISS.2025.903SEDU0031

Received: 19 November 2024; Accepted: 29 November 2024; Published: 12 February 2025

ABSTRACT

This study aimed to find the teachers’ and learners’ perceptions of using the features of Google Classroom. The researchers used a descriptive quantitative method and a survey questionnaire to explain the respondent’s perception of using the features of Google Classroom. The respondents were eight teachers and 71 Grades 5 and 6 learners of the University of Baguio Laboratory Elementary School. The result indicated that teachers (M = 3.91, SD = .15) and learners (M = 3.36, SD = .48) perceived Google Classroom to be highly useful in the teaching and learning process, particularly in posting announcements, tasks, and materials by the teachers, as well as in reading, viewing materials, and submitting assignments for the learners. Teachers (M = 3.03, SD = 1.08) and learners (M = 2.87, SD = .61) agreed that serious problems being encountered in maximizing the use of Google Classroom, and there is no significant difference in their responses. Thus, it is recommended to have a program to conduct a regular seminar-workshop on using Google Classroom for the respondents, especially how to navigate the features of the Google Classroom properly and plausibly, maximizing other features addressing problems with microphone and camera during virtual classes.

Keywords— Google Classroom, Teachers, Learners, Perception, Elementary

INTRODUCTION

Google Classroom is part of the online Google Apps for Education (GAFE), a suite of packed productivity applications for teachers and students in learning and online collaboration. Applications can be downloaded for free but must be placed at the educational institution level. This application provides a central site for communicating with students, sending feedback, and providing homework. Ketut (2019) stated that some of the main strengths of Google Classroom are time-saving and simple organizational features that are easy to use. Communication with students, asking questions, and making assignments can be done through this application. Today’s digital learners benefit from Google Classroom in an increasingly digital environment. Like many new applications, Google Classroom has a unique look and feel. Because of this method, the teacher organizes classrooms uniquely as teaching methods because the Google Classroom starts as a blank canvas (Ketut, 2019). Google Classroom is a learning management system (LMS) that simplifies creating, distributing, and grading online assignments and engages students in learning. Google Classroom is also available on the web or by mobile app. In the absence of face-to-face learning, Google Classroom is already one of the means to communicate between learners and teachers; Google Classroom can be used in organizing classes.

A Learning Management System (LMS) is a computer software that will allow instructors to create practical categories where they can assign the actions that the assimilators need to go through, monitor if the actions have been completed, grade entries, and conduct online quizzes to assess inclusion in conditions where face-to-face categories are not allowed. University of Baguio Laboratory Elementary School utilizes Google Classroom as an e-learning application or the Learning Management System (LMS) to support teachers in creating, distributing, and collecting paperless assessments or activities.

Vladescu (2016) stated that COVID-19 seriously impacted business organizations and people’s lives. It made a significant impact on all the sectors of societies at the international level, and humanity needs help in the aspects of economic, social, business, and even education. It is challenging for educational institutes to commence sessions and for parents to send their children to schools, colleges, and universities to continue their education and complete the courses. However, educational communities have made collaborative efforts to ensure learning continues during this period. Learners have had to count on more on the available resources to continue learning from a distance through different media, such as the Internet, television, or radio.

Education frameworks all over the planet are confronting an extraordinary test directly following enormous school terminations commanded as a feature of general well-being endeavors to contain the spread of Coronavirus 19. Over 1.5 billion students at all levels are now affected by this educational disruption. In response, governments worldwide have been making efforts to rapidly deliver distance education at scale to ensure continuity in curriculum-based study and learning for all (UNESCO,2020).

In the Philippines, the distance learning delivery modalities were implemented with the directive of the President, where there should be no face-to-face classes until the vaccine becomes available. The Department of Education prepared a Basic Education Learning Continuity Plan (BE-LCP) to adhere to this deliverable. The BE-LCP cascades to the regional division office and private schools to prepare their BE-LCoP. As mentioned by Llego (2020), the Department of Education (DepEd) has released a Learning Management System (LMS) that can be used by teachers and learners who would like to adopt online classes as the modality by which learning would be delivered.

One of the Sustainable Development Goals agenda is to ensure that all girls and boys complete accessible, equitable, and quality primary and secondary education leading to relevant and effective learning outcomes. The researchers strongly support ensuring that learners will succeed at school and develop the needed knowledge, skills, and values that will let them contribute to society and that teachers will be competent in using a technology-based teaching environment. Their perception of the usefulness of the features of the Google Classroom would help future decision-making in utilizing technology-based platforms, particularly Google Classroom, for teaching-learning

Research Questions

Explicitly, this study aims to analyze the perception of teachers and students about the Utilization of Google Classroom with the specific problems:

1. What was the level of usefulness of the features of the Google classroom in the Teaching-Learning Process as perceived by the teachers and learners?
2. What was the degree of seriousness of the problems encountered in using the features of the Google Classroom in the teaching-learning process?
3. Was there a significant difference in the degree of the problems encountered in using the features of the Google Classroom in the Teaching-Learning Process between the teachers and learners?
4. What program can be proposed to address the challenges in using the Google Classroom?

LITERATURE REVIEW

One of the primary responses to continue learning is to replace face-to-face lectures with online learning. Some of the concerns with online learning are the value schools offer regarding the teaching-learning process and educational content. For education value to remain relevant, schools must redesign their learning environments so that digitalization expands and complements student-teacher learning relationships.

The role of facilitator and overseer of schoolroom design yet lies in the arrangements of the educator. As educators endeavor to coordinate design and its utilization in their schoolrooms, they also convey their assumptions and related involvements with engineering. Therefore, the teachers’ perceptions can affect the implementation’s efficacy.

The study of Ballew (2017) analyzed a school district’s Google Classroom integration which included three different grade levels across the Community. His study was measured via a voluntary Likert scale survey. He aimed to determine whether the teachers’ perceptions of the technology-based Google Classroom have differences along the teachers’ years of experience, grade level assignment, and subject matter influenced. The result was found to be dependent upon their years of experience, grade level assignment, and subject matter.

Likewise, the study by Morquin (2016) explored teachers’ perceptions of using Google Classroom and Google Docs and their impact on student engagement. The results obtained from this research provide school districts with information to assist them in adopting Google Apps for Education and Google Classroom as a cloud-based learning environment to reach ISTE Standards.

On the other hand, Negara (2018) determined students’ perceptions regarding using Google Classroom in learning activities. The results were described using descriptive statistics; the average of students gave a positive response. For the satisfaction indicator, the results indicated that the highest is Students can use Google Classroom according to what they want in the excellent category, and the middle is the application is impressive in the outstanding category. The lowest is Google Classroom convenient and comfortable to use in the excellent category.

In the study of Azhar (2018), qualitative research was used to focus on exploring the higher education teachers’ perceptions of the effectiveness of Google Classroom in their classes. The overall use was limited to three features; uploading assignments, classroom management, and student communication. The study further suggests further validity by conducting it in primary and secondary schools and taking into account the student’s perceptions. The researcher considered this suggestion in the current study.

In the study of Nagia et al. (2004), the theory evolved from psychology and philosophy and reflected constructive or discovery learning. The Constructivist approach emphasizes learning in context. Learning occurs within the online environment, which allows for both group and individual approaches. Students also have an opportunity to work individually in various modes of learning. Independent learning requires autonomous, independent behaviors and is facilitated by a confident person with a “can-do” attitude. Online learning is suitable for those who can assume ownership of learning. An attitude is always emphasized during synchronous with the targeted learners to work independently on their task to ensure the authenticity of the assessment.

The studies mentioned earlier were consolidated to develop this research to analyze the perception of both teachers and learners on the features of Google Classroom in the teaching-learning process. The respondents in the studies of Muslimah (2018), Setiadi (2020), Negara (2018), and Almaroof (2018) were students, while in the studies of Alim et al. (2019), Morquin (2015), Azhar (2018), and Ballew (2017) were only teachers. Though in the study of Kulal et al. (2020), both teachers and students were the respondents, the study focused on the usage of online classes, not particularly Google Classroom. In this research, the researchers considered having both students and teachers from the Elementary as respondents and see the differences in their responses on their perception towards the usage of Google Classroom.

RESEARCH METHODOLOGY

This quantitative study entails gathering data from the Grade 5 and 6 learners and teachers of the University of Baguio Laboratory Elementary School to determine their perception of using Google Classroom. It will use a modified questionnaire collated and adopted from previous studies. With no bias, the researchers will ensure the protocols for ethical considerations in conducting the study.

Study Design

The study design used is quantitative research. Quantitative research aims to identify and test relationships or patterns in data using statistical methods. Descriptive research aims to accurately and systematically describe a population, situation, or phenomenon. It can answer the what, where, when, and how questions but not the why. Descriptive research designs allow you to examine one or more variables using various research methods. It is research that is a descriptive quantitative design in nature. The study design will allow the researcher to determine the perception of the use of Google Classroom using a separate questionnaire; for teachers and learners and to compare the differences in their results.

Population of the Study

The study population was 71 Grades 5 and 6 learners from the University of Baguio Laboratory Elementary School and eight teachers teaching in Grades 5 and 6 levels. The lower grades were excluded since they were not yet independent in answering the survey questionnaire utilized in the study. Likewise, the Grade 4 learners were not included in the study since they were the subject of the reliability of the survey questionnaire.

Total remuneration was conducted wherein eight teachers (8) and seventy-one (71) grades 5 and 6 learners voluntarily participated out of the two hundred population of grades 5 and 6. Targeted sampling aims to identify people familiar with a topic, ensure that the sample is representative of the population of interest, or extract from specific cases specifically relevant to the research question.

Data Gathering Tools

In this study, a descriptive survey questionnaire purposively prepared for this study was used to gather the perceived usefulness of Google Classroom for the learning-teaching process through Google Forms from the teachers and intermediate learners. A survey was conducted for reliability test and then, submitted and approved by the RDC for reliability. The Cronbach Alpha is .888, which is acceptable. Thus, the tool is reliable for the learner’s survey, likewise accepted in the teacher’s survey having a Cronbach Alpha of .903, which is also acceptable.

In answering the objectives of the study through the questionnaire, objectives 1 and 2 were with descriptive statistics, particularly the mean. The survey for part 2 was created after collating the result of the open-ended question in part 1, which is on the challenges/problems encountered in using Google Classroom. The responses were clustered into four; low internet connection, broken/malfunctioning microphone, broken/malfunctioning camera, and navigating the Google Classroom. The results from each questionnaire were analyzed using the weighted mean and Levene’s test with the guidance of a statistician. Likewise, determining if there is a significant difference from the participant’s responses. Objective 3 will be the program or action plan once objectives 1 and 2 are answered.

Data Gathering Procedure

Before answering the questionnaire, the researchers made a letter of permission to conduct the research on specific dates from the principal and the Research and Development Center (RDC) Director. Then, pilot testing was done for reliability tests among the grade 4 learners and teachers. The result was given to a statistician for the reliability test. Before the pilot testing, a consultation with the grade 4 learners and their parents was conducted. Once the questionnaire was validated, a consent and assent forms were given to the targeted participants through their parents, to which the purpose of the study was attached. The researchers also conducted an online consultation regarding the study’s purpose. As for the teachers, with their consent, they were encouraged to answer the said questionnaire. After obtaining their consent, a thorough orientation on answering the survey was done through google meet. The survey questionnaire was posted in their Google Classroom and/or sent through their g-suite email, and they were given a week to answer.

The result of the study will be disseminated through a colloquium conducted by RDC. The researchers will also share the findings with their department as a ground for creating an action plan that will address the salient result of the study. The result of the research will be a ground for decision-making in the continuous use of Google Classroom, especially for distance or blended learning.

Also, the researchers browsed the Internet, read articles, checked research and studies, and looked through journals and studied books to have additional information and data essential to the study.

Ethical Considerations

The researchers guaranteed to observe the ethical considerations in conducting the study. Getting the student participants’ permission and the parents’ consent were conducted. The researchers ensured that the participants were oriented well on the importance and purpose of the study before participating. The respondents were not obliged to reveal their names on the questionnaire. The voluntary participation of the informants was implored. Those who did not take part in the study were respected. Respondents were informed of their rights regarding the risks, purpose, limitations, and benefits of participating in the study. Any personal information that is gathered in the course of this study was treated with the utmost confidentiality. All collected survey forms and questionnaires were securely stored, and provided personal information was not reflected in the manuscript. The data obtained shall be used for research purposes only. The results of the research will be disseminated through the regular colloquium of RDC; thus, the respondents and beneficiaries will be invited and encouraged to watch. A school colloquium will also be conducted, targeting the teacher and pupil respondents as the audience. Furthermore, the result will be discussed during the school’s departmental meeting and planning as a basis for the future platform for flexible learning.

RESULTS

Table 1 shows the teacher’s perceived usefulness of the features of Google Classroom. The teachers gave a high overall weighted mean of 3.91 to the usefulness of the features of the Google Classroom interpreted as very useful. They perceived the features of Google Classroom as very useful along with making and assigning assignments or tasks, up to receiving and checking them. They considered google classroom very useful in posting announcements, including schedules, monthly activities, reminders, memorandums, and other pertinent announcements. Google Classroom is very useful to teachers in giving feedback, communicating with learners, progressing and organizing scores, monitoring learners’ progress, and conducting virtual classes. UBLES teachers checked learners’ submitted outputs and returned them with scores and comments through the chat box. They also use google classroom to communicate with the class and even individually, especially if the learners have further clarifications. Google Classroom summarizes the learners’ scores, which helps the teachers see and check if the learner is failing, or if they need further assistance or remedial. Teachers have been utilizing Google Classroom to re-enforce the learning process done face-to-face. Google Classroom has helped the teachers monitor the learners’ progress because a summary of their grades or scores is being generated. Communicating with learners may have a mean of 3.75, but it is the lowest. Teachers give feedback and further instruction to learners; however, learners still need to respond, and if they ever respond, it takes time.

The result is reflected in the study Simatupang (2022), where the teachers can send and receive assignments, quizzes, and other materials directly to their students. The data is easily recorded because the documents are stored in the cloud and are not printed or lost if they are sent via email or other means. Teachers do not need to fear losing this data compared to those who print it out and mail it to students. Teachers interviewed in the study by Azhar (2018) also considered announcing, uploading, and evaluating tasks as the main benefit they acquire from using Google Classroom

Table 2 Level of usefulness of the features of the Google Classroom in Teaching- Learning Process as perceived by the learners

Table 2 shows the learner’s perceived usefulness of the features of the Google Classroom. They strongly agree that using Google Classroom is very useful, with a 3.36 weighted mean. The learners gave reading subject materials such as PowerPoint, modules, reference links, and other learning resources a 3.54 weighted mean, the highest. The highest indicator is also the highest result in the study of Tonio (2021), in which google classroom allows university students to download slides, review, and note materials and references. The current study confirms that videos are posted in google classroom, and learners find time to watch and learn from them. Teachers post videos regarding the lessons that will help learners understand the topic, and the videos serve as a springboard to the lesson.

On the other hand, conducting virtual classes has the lowest rate at 3.23 but is still helpful for learners. Some learners struggle to enter their virtual class due to poor internet connection, so teachers record their lesson and post it in google classroom so that those who cannot attend the virtual class can watch it. However, the overall mean indicates that the learners strongly agree that the features of google classroom are very useful in the learning journey.

Setiadi (2020) concluded in his study that Google Classroom is useful for students to submit and retrieve their assignments or tasks and be updated through announcement posts, especially in language learning. Moreover, this is also revealed in the study interview conducted by Rahmawati et al. (2019). Students find Google Classroom effective in presenting material and activities relative to assignments.

Both teachers and learners strongly agree that Google Classroom can significantly improve the teaching and learning process by providing an efficient and accessible platform for posting and submitting assignments, announcements, and materials. Similar to the findings in the study of Kartikasari (2021), which revealed that both teachers and students had positive perceptions towards using Google Classroom as an online learning platform for English language teaching and learning.

Table 3 Degree of seriousness of the problems encountered in using the features of the Google Classroom in the teaching-learning process

Table 3 displays the seriousness of problems in using the Google Classroom as perceived by the learners and teachers. The teachers and learners agree that there are real challenges in using the Google Classroom. Both respondents have rated low or weak internet connection as the most serious challenge in using google classroom. Having a problem with the internet connection, whether it’s low or limited, is also the main finding in the study of Alim et al. (2019), Hussaini et al. (2020), and Rahim et al. (2022). Internet connection will have an impact on maximizing the Google classroom.

The result also indicates that some learners, even teachers considered malfunctioning cameras and microphones a problem because it affects their productivity during virtual class. Navigating the google classroom still needs to be solved for learners and teachers. For example, some learners need assistance with where to find the task to do and how the materials/tasks will be uploaded. They still have to wait for their parents or guardians to do the uploading for them. On the other hand, teachers still need to maximize the other applications offered by google classroom under the “create” features.

Variances were homogeneous as assessed by the Levene’s test for equality of variances for the degree of seriousness of the problems, p > . 05; thus t-test for equal variances was utilized.

A two-sample t-test was performed to compare the degree of seriousness of the problems encountered by learners and teachers using Google Classroom and found that there was not a significant difference, t (77) = -.571, p =.570, indicating that both learners and teachers had similar perceptions on the problems they encountered using the Google Classroom.

Negara’s (2018) study highlights technical difficulties and the need for students to develop digital literacy skills. On the other hand, Morquin’s (2015) research focused on teacher perceptions and revealed that while Google Classroom increased student engagement, there were issues with classroom management and student access. Finally, Azhar’s (2018) study explored the effectiveness of Google Classroom from the teachers’ perspective and found that while the platform is useful, there were still challenges with using it effectively. Overall, these studies suggest that while Google Classroom can enhance teaching and learning, challenges still need to be addressed, such as technical issues, digital literacy, and effective use of the platform.

CONCLUSIONS AND RECOMMENDATION

The conclusions were drawn based on the findings of this study: To start with, the majority of respondents, both teachers and learners, strongly agreed that the features of Google Classroom are very useful. The features of Google Classroom continue to help teachers and learners with the teaching and learning process amidst challenges encountered. However, a significant difference is noted in their perception. Teachers have perceived the features of Google Classroom as very useful in the teaching and learning process compared to the learner’s perception. Secondly, teachers and learners agreed that there is a serious problem with using Google Classroom. Their perceptions were similar as regards the seriousness of the problems.

Recommendations are now provided to address the result of the study. Google Classroom is still recommended as a platform for teaching and learning, especially for blended or distance learning. A program will be crafted to be used as a basis for faculty development and student programs. The program will focus on a training workshop on maximizing Google Classroom in teaching-learning, especially in the new normal where flexible learning platforms are applied. Policies, procedures, and guidelines will be made to ensure that Google Classroom will be appropriately utilized across all subjects and grade levels.

The researchers also recommend properly utilizing Google Classroom while learning in school. It includes the Organize your lessons: Use Google Classroom to create folders and categorize your materials to keep everything organized and easily accessible. Use different functions. Improve student engagement and communication with Google Classroom features like assignments, announcements, and discussions. Facilitate collaboration: Google Classroom makes it easy for students to collaborate, making it a great tool for group projects and discussions. Encourage your students to use this feature. Provide Timely Feedback: Use Google Classroom to provide timely and constructive feedback on assignments and tests to help students understand their strengths and areas for improvement. Google Classroom allows you to add multimedia elements such as videos, images, and audio to your lessons. It helps keep students engaged and makes learning more interactive. Regular interaction with students: Regular communication is important to create a positive learning environment. Use Google Classroom to communicate with your students and inform them of class updates. Furthermore, the current study can be used for future research. The study used quantitative and can be broadened when qualitative research is used in a similar study

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