Google classroom for emergency remote learning: the students’ perceptions

This study aimed to investigate the students ‘perception and challenge in learning by using Google Classroom especially in the current pandemic of Covid-19. The present study used a literature review as the design to collect the data. Related studies about students ‘perception and challenge on Google Classroom in teaching and learning were analyzed to be described in the present study. The finding of this study showed that students have positive perception toward the use of Google Classroom in learning and it was useful in teaching. However, students ‘accessibility and connectivity were the most challenging in learning through Google Classroom during the pandemic.

Online learning encourages the used of several online learning platforms in order to do the learning activities. There are several online learning platforms that commonly used in school such as Edmodo, WhatsApp, Google Classroom, Zoom, etc. Google Classroom is one of the online learning platforms that commonly use in school. This platform is an application that provides the creation of classrooms in cyberspace. Google Classroom has many features that can be used as a means for the distribution of tasks, assignments submission as well as assessment. This study aimed to analyses teacher’s perception toward the used of Google Classroom in online learning in junior high school. In collecting the data, this article use mixed method with quantitative and qualitative phases in collecting and analyzing the data. The data were collected from questionnaire and interview. The result of the research showed that the teachers perceived that the implementation of Google Classroom as an online learning media could improve student performance. Moreover, the used of Google Classroom in school was beneficial for both teachers and students in order to do the learning process.

This research explored the participants’ use of Google Classroom and evaluated its acceptability using the Technology Acceptability Model (TAM). The respondents were limited to 56 teachers enrolled in the research methodology class in a graduate school of a certain university in Bulacan during the first semester of the school year 2019-2020. The study utilized a mixed-method design. Triangulated were the result of the TAM survey, the analysis of the open-ended survey, and the record of the submission frequency of the respondents through Google Classroom. The descriptive approach was also utilized to describe the respondents' technology acceptance when using Google Classroom through the administration of the TAM survey questionnaire. The study also determined which TAM factor affected the consistency of the use of Google Classroom the most. Among the factors, actual system use appeared to have significantly affected the respondents' consistency of using Google Classroom. A separate open-ended survey was conducted to verify the data derived from the TAM survey questionnaire. The open-ended survey revealed that despite the difficulty of having a good internet connection, all of the respondents agreed that Google Classroom is very useful, easy to use and would recommend its use to others. The consistency of actual use, through online submission, was recorded and served as the dependent variable. In terms of consistency, it was observed that 62.5% of the respondents were able to submit 11 to 12 out of 12 total number of activities through Google Classroom. It was concluded that the use of Google Classroom, though a new experience, made them realize how their life as a teacher can be more comfortable with the use of this technology. Keywords: active system use, behavioral intention, Google Classroom, perceived ease of use, perceived usefulness, technology acceptance

This research aimed to determine student perceptions of the use of Google Classroom in online learning during the Covid-19 pandemic. This research applied Descriptive quantitative and a total sample of 147 students. The questionnaire was used in this research to collect the data. The data analysis used was descriptive statistics. The results showed that 61.90% of students responded less agree with the ease of accessing the google classroom application, 72.10% of students who responded strongly agree if they can master the learning material well and easily through the google classroom application, 44.90% of students who responded agreed that this application effective to use in the process of online learning, 47.60% of students responded agreed with the use of the google classroom application for practical courses. The results of students’ perception as a whole were 50.34% of students who responded agreed, 44.22% who responded strongly agreed, 4.76% of students who disagreed, and 0.68% responded that they disagreed and no student responded strongly disagree. It stated that this research received a good and positive response from students’ perception of using Google Classroom application in online learning

The relevance of the research is determined by the dynamic growth of the share information technologies in modern society and the educational environment as an integral and most progressive part in the context of global integration processes. The article touches upon the problems of integration of “Flipped Classroom” technology into the educational process of teaching grammar of the second foreign language to students of the language faculty. The main features of the use of Google Classroom service within the “Flipped Classroom” technology are considered, and the advantages and disadvantages of Google Classroom based on practical activities are highlighted. In addition, the stages of working with the service and the opportunities provided by the resource are described. Based on the analysis of the results of the implementation of the experimental training, a number of guidelines for the use of the service Google Classroom within the technology “Flipped Classroom” in training were formulated. The analysis of the functionality of the service Google Classroom in relation to the “Flipped Classroom” technology allows us to conclude that the chosen service is an effective tool to improve the quality of students assignments, ensures the timeliness, easy availability and safety of tasks, reduces the time spent on their creation, editing and tracking, contributes to a better disclosure of the creative potential of students.

During the Covid-19 pandemic, there was a change in the learning system from face-to-face to technology-based learning through online media. This study aims to determine the responsiveness of students and teachers in using Google Classroom media during the Covid-19 pandemic. This is a mixed method research (quantitative and qualitative) using questionnaires and interviews as instruments. The subjects of this study were 89 students and 1 physical education teacher. The data analysis technique used is to calculate the percentage value of the final questionnaire score. Based on the results of the study, it was revealed that the use of Google Classroom media in physical education learning achieved a questionnaire score percentage of 93.69%. Meanwhile, the physical education teacher's response shows that the use of Google classroom in physical education learning during the current Covid-19 pandemic is very helpful in the online learning process and has been implemented properly. Even though the research results revealed a good response in using google classroom, this research has limitations, namely the research subject and only examines the use of one media, namely google classroom so that the research reach is limited. The results obtained are expected to be able to make a reference for further research, especially in the use of learning media during the Covid-19 pandemic in physical education learning so that learning outcomes are maximized.

This study aimed to determine the effectiveness and challenges in the use of google classroom in Graduate Education at Guimaras State University, an island university in the Central Philippines, for Academic Year 2022-2023. A descriptive research design was used in this study utilizing 330 respondents who were purposively chosen through convenience sampling technique. A researcher-made questionnaire was employed in gathering the data needed. Frequency count, percentage ranking, mean, Mann Whitney U-test, Kruskal Wallis H-test, Chi-square and Spearman’s rho were the statistical tools used and the level of significance was set at .05. It was found out that the use of google classroom in Graduate Education at Guimaras State University was at very high level of effectiveness as assessed by the respondents as a whole and when classified according to age, civil status, course, type of program and status of employment; the graduate students considered the use of google classroom challenging due to lack of high speed internet in the island province; the respondents had varying assessment on the level of effectiveness in the use of google classroom when they were classified according to civil status, course and type of program but similar when they were classified according to age and status of employment. The respondents encountered different challenges when they were classified in terms of their age, course and type of program and encountered similar challenges in the use of google classroom in their graduate studies when they were classified according to their civil status and status of employment; and the effectiveness and challenges in the use of google classroom in the Graduate Education were not significantly related.

At this time there is a shift in the learning system from face-to-face learning to a challenge. One of the bold lessons used is google classroom. There are still many principals who managerially have not maximized the learning of teachers and students in the process with this google classroom media, besides that teachers who should be the spearhead of implementing learning through google classroom also have not mastered this media to the fullest. So learning with google classroom media still has many obstacles. This study aims to measure the extent of the influence of principal managerial and teacher performance on the use of google classroom in improving mathematics learning achievement in elementary school students. This research method uses descriptive qualitative with a phenomenological approach. The subjects of this study were principals, teachers, and school students in Kepyar Village. The data collection used in this research is data collection through questionnaires, interviews, observations, and documentation. Data validity through triangulation of data sources. The results of this study are the managerial influence and performance of teachers who use google classroom to improve students' mathematics learning achievement in elementary schools. The benefit of this research is to provide a reference to teachers that the managerial influence of principals and effective teacher performance in the use of google classroom can improve student achievement in mathematics lessons in elementary school.

This study examines lecturers’ attitude and utilisation of Google classroom learning platform for instruction in tertiary institutions in Ondo State, Nigeria. Descriptive survey research design was used in the study. Two research questions and one research hypothesis were answered and tested in the study respetively. The sample population consisted of 300 lectures randomly selected from the three universities across the three senatorial districts (Ondo north, central and south). 100 participants were randomly selected from each of the selected public universities, making the total of 300 participants. The instrument for this study was researcher’ self-developed questionnaire titled Lecturers’ Attitude and Utilisation of Google Classroom Learning Platform Questionnaire (LAUGCLPQ). The instrument was validated by two experts. Reliability coefficient of 0.84 was obtained using Kuder-Richardson (KR21) technique. Research questions and research hypotheses were answered and tested using mean scores and t-test scores statistical tools respectively. The findings of the study showed that lecturers’ attitude towards the use of Google Classroom in tertiary institutions in Ondo State was negative. It was also revealed that the level of utilization of Google Classroom by the lecturers was very low. The results also shown that there was no significant difference between the attitude of male and female lecturers towards the use of Google Classroom for instructions (df = 298; t = 2.963; p > 0.05). It was further revealed in the study that there was a significant difference between male and female lecturers in the level of utilization of Google Classroom learning platform in tertiary institutions in Ondo State (df = 298; t = -5.125; p < 0.05). The study therefore recommends that managements of tertiary institutions should encourage both male and female lecturers to use Google Classroom learning platform in their instructional deliveries by providing all the necessary ICT infrastructures in their institutions. Also Worships and training programmes should be organised for both lecturers and students to acquire necessary skills to use Google Classroom learning platform for instructions.

The purpose of this study was to determine the perceptions of students regarding the use of Google Classroom in learning activities. The subject of this study is the seventh semester students as many as 54 students of English Literature Study Program at STBA Pontianak. The results were described using descriptive statistics, the average of students gives a positive response. For the usefulness indicator the results indicated that, the highest is Google Classroom is very useful for learning (88.51%) in the excellent category, the middle is Google Classroom makes learning effective (80.37%) in the excellent category, and the lowest is Google Classroom can improves student performances and increases student activity 70% was included in the good category. For the Google Classroom ease of use indicator the results indicated that, the highest is Google Classroom easy to use (91.85%) in the excellent category, the middle is Google Classroom easy to learn (91.48%) in the excellent category, and the lowest is Google Classroom makes learning flexible and helpful in the learning process (77.4%) was included in the good category. For the indicator of satisfaction the results indicated that, the highest is Students can use the Google Classroom according to what they want (92.60%) in the excellent category, the middle is the application is amazing (91.11%) in the excellent category, and the lowest is Google Classroom convenient and comfortable to use (87.40%) in the excellent category

The study aims to determine the effectiveness of google classroom in online learning towards students’ learning outcomes on Energy topic at SMAN 1 Nanga Mahap. The design of this study was pre-experimental with one group pre-test post-test design. The data collection technique used was asessment, which were carried out by collecting test results before and after treatment. Data analysis was carried out using the g factor formula (N-gain), recapitulation percentage, and effect size. The results showed that: (1) Students' learning outcomes were in the medium category, showed by the N-gain value obtained 0.40142. Learning outcomes increased by 8,625, from 71,625 (pre-test) to 80.25 (post-test). (2) The percentage of students’ learning outcomes increased by 8% from 72% (high category) to 80% (high category) after treatment. (3) The use of google classroom in online learning effectively improves students’ learning outcomes at SMAN 1 Nanga Mahap. The standard deviation was 18.31, and the effect size (ES) value was 0.470 in the medium category. Based on the results, it is hoped that schools and teachers can consider it in choosing effective online learning media to improve students’ learning outcomes. Keywords: Energy, Google Classroom, Learning Outcomes, Online Learning, Pre-Experimental

Google Classroom has been extensively used as a learning management system to facilitate teaching and learning processes. Despite its extensive use globally, there was a lack of research on its acceptance as perceived by secondary school students in Indonesia, particularly during emergency online learning. This study addressed this gap by examining the acceptance of Google Classroom from the perspective of Indonesian secondary school students. The study involved 307 secondary students who participated by completing online questionnaires, and two students were interviewed to gain deeper insights into their experiences and perspectives regarding the use of Google Classroom in English classes. The quantitative findings revealed that secondary students generally held high acceptance of Google Classroom as a tool for online EFL learning (M=4.05). Among the four constructs measured, three—perceived ease of use (M=3.91), perceived usefulness (M=4.27), and behavioral intention (M=4.14)—indicated high levels of acceptance, whereas actual system use was rated as moderately acceptable (M=3.65). The interview data supported these quantitative results. The study concluded that Google Classroom is well-accepted as a platform for facilitating online EFL learning among secondary school students. The findings contributed valuable evidence regarding the positive acceptance of Google Classroom for EFL learning.

The objectives of this research were to identify the students’ perception of the use of online assessment on Google Classroom in EFL classrooms and to find out the students’ challenges in doing online assessment in Google Classroom in EFL classrooms. The subjects were consisted of 45 English department students of Lampung University. A close-ended and an open-ended questionnaire were used to collect the data. The data from close-ended questionnaire was analyzed by using descriptive statistic on SPSS, while the data from the open-ended questionnaire was analyzed manually. The result of this study indicated that the students have a positive perception toward the use of online assessment in Google Classroom. It happened because the mean score of the questionnaire was 3.67 to 5.00. the range score indicates that the level of students’ perception is on the high level. This study also found out that there are several challenges of the students faced when using online assessment in Google Classroom, those are; time, internet connection, the system problems and about the controller. Based on the research finding above, it be concluded that there are strengths and weaknesses toward the implementation o online assessment. Although as previously from the results of the data obtained that students have positive perceptions of the use of online assessment in Google Classroom, it does not mean that there are no difficulties from the students in doing the online assessment in Google Classroom. Keywords: Google Classroom, online assessment, students’ perception

The research was aimed: 1) to analyze all activities which were carried out in learning English that used Google Classroom in Students of class VIII at a private school in Central Java in 2021/2022 Academic Years; 2) to analyze students’ perception in teaching learning English towards Google Classroom in Students of class VIII at a private school in Central Java in 2021/2022 Academic Years. Method that used in this research was descriptive qualitative method. The sample of the research were 35 students of Eighth Grade. For collecting data technique, the researcher used interview with English teacher and distributed questionnaire to the students via Google form. Then, the researcher used triangulation to validity the data. For analyzed the data, the researcher used some steps: collecting data, reducting data, displaying data, and verficating data. The result of this research showed that there were some activities which were carried out using Google Classroom namely: explaining the learning material by the teacher, giving the assignment by the teacher, discussing about the material and assignment to the teacher, doing the assignment and sending the result of the assignment by the students. The students perception towards the use Google Classroom was varied namely: students can learn anytime and anywhere, Google Classroom helps students to develop their ability in reading and writing English skill and students can accept learning material easily to understand. Keywords: Students’ Perception, Google Classroom, Learning English.

This article’s objective was to investigate students’ perception on the use of google classroom in the online and onsite learning mode during the transition period of pandemic education. The research was a descriptive study that uses qualitative methods. The study was conducted at a public school at South-Bali, Indonesia; with the subject of approximately 80 students. The data collection process was done through survey and interview employing questionnaire and interview guide. Instruments were validated through content validation conducted through expert judges. There were five factors that were used to measure the students’ perception on the use of Google Classroom in the online and onsite learning, namely: ease of access, sense of usefulness (perceived usefulness), communication and interaction, presentation of instructional materials (perceived instruction delivery), and satisfaction. The data from were analyzed using several steps proposed, including quantified data analysis and interactive model such as data collection, data reduction, data display, and conclusion drawing. Results portrayed that the investigated students had positive perception towards the use of Google Classroom in EFL online learning context and in EFL onsite learning context. Results also portrayed that the score of the students’ perception in onsite learning was higher, or in other word, was more positive than the online learning in the use of Google Classroom. The students positively perceived the use of Google Classroom in the current face-to-face meeting as a platform for sharing and accessing learning materials and organizing assignment.