Using Google Docs as A Collaborative Writing Medium For Empowering Senior High School Students' Writing Skills

Tika, Rina. 2023. An Analysis of Students Perception on Descriptive Text Using Google Docs in Tenth Grade Students of SMK Negeri 01 Jember in 2022/2023 Academic Year. Thesis, English Language Education Program, Faculty of Teacher Training and Education, Universitas Muhammadiyah Jember. Advisors: (1) Fitrotul Mufaridah, M.Pd (2) Nurkamilah, M.PdKeyword: Online Learning, Google Docs, Writing Text, Descriptive TextImplementing online learning tools within EFL contexts will help better address the multitude of teaching and learning styles. Google docs is a free and easy-to-use technology on which individual, pair, and groups of students can create, write, edit, store, comment and give immediate feedback on their writing simultaneously from their computers or other tablet devices they have in and outside the classroom. In this research, the researcher conducted research about perception on the use of Google Docs. The problem of this research is what is students™ perception of writing text online using Google Docs. This research aims to know the strategy use by the students in writing descriptive text online using Google Docs.The researcher will discuss about writing descriptive text using Google Docs. The use of Google Docs is common media used during 2022/2023. Google Docs helps the teacher to deliver the material. In this case, writing tasks require students to produce a shared text. In groups, students scaffold tasks and achieve a more developed product. Google Docs facilitates writing instructional practices. Google Docs allows people to work, read, review, comment, and edit to each other in the same document simultaneously (Deveci, 2018; Ishtaiwa & Aburazeq, 2015). It gives the benefits that Google Docs offers, this research reported sought to explore students™ perception on writing processes using Google Docs, especially in generating their ideas, organizing the text, and constructing the sentences in writing descriptive text.This research used descriptive research because based on the research problem; the objective of this research it is to know students™ perception of writing text online using Google Docs for SMK Negeri 01 Jember in 2022/2023 Academic Year.Based on the data, students' perspective on Google Docs is positive. From the students' view can be seen how Google Docs help students to do assignments anywhere, anytime, can access these tools directly to correct their assignments and submit to the teacher. They also get other positive things when they want to find information of assignment by accessing it on their cellphone while they are working on Google Docs. In other side, they also find difficulty in internet access.

Aim/Purpose: In this study, the authors examine how an online word processing tool can be used to encourage participation among students of different language back-grounds, including English Language Learners. To be exact, the paper discusses whether student participation in anonymous collaborative writing via Google Docs can lead to more successful products in a linguistically diverse eighth-grade English Language Arts classroom. Background: English Language Learners (ELLs) make up a considerable portion of elementary and secondary public school students, as language and ethnic diversity has become the norm in the United States. The research literature finds that ELLs are statistically behind their monolingual peers on such key language and academic development indicators as writing. Educators and researchers then turn to collaborative writing with the assistance of online technology. Although it is shown in literature to be a worthwhile endeavor for students of all ages and ability levels, no studies have investigated the differences it makes, namely, in comparison to traditional face-to-face collaboration in the classroom, and to anonymous online collaboration in the virtual space. Methodology: Through face-to-face, online, and anonymous writing activities, a rubric, and a survey, this quantitative study asks if anonymous collaborative writing, com-pared to other modalities, equalizes participation among students of varying language fluencies, and if anonymous collaborative writing, compared to other modalities, affect student comfort levels. Contribution: This builds on research of online collaborative writing tools and suggests that using such tools (Google Docs in particular) is beneficial, especially for students who are building their language abilities. The study further reveals varied degree of success and student comfort level in participating writing tasks in three modalities. Findings: We ascertain that students of varying language fluencies participated more equally when they were able to remain anonymous. Face-to-face writing exhibited the highest overall scores, and students enjoyed working on Google Docs. Recommendations for Practitioners: Future and current teachers are encouraged to be open to new technologies and be creative in the use of technology to facilitate student learning. They should have the opportunity to participate in the discussion on how, not if, integrating technology impacts the cognitive, social, and cultural dimensions of teaching. Recommendation for Researchers: After this initial quantitative study on students’ reactions to various modalities of technology-supported writing formats, the next questions to ask may be how students were engaging in dialogues during face-to-face sessions or chat features of Google Docs trials, and what types of edits students are making. Researchers should turn their focus on secondary school classrooms where there is an increasing impact of technology-assisted collaborative writing on student learning and teaching pedagogy. Impact on Society: As online technology has become an integral part of daily life, it is beneficial to educators, policy makers, and classroom teachers to understand how technology can be integrated in writing programs and to what extent the integration can help boost student motivation and participation. Future Research: More longitudinal research on online assisted collaborative writing and addi-tional quantitative data are needed to further understand the complexities of the writing process in-group online writing and the nature of collaboration.

Using inquiry-based learning, this study investigates high school students' achievement in plane geometry. It employed the pre-test-post-test randomized experimental design, often known as the control group design. The participants (students) were randomly assigned to one of two classes/groups and were given either an intervention (the treatment group) or no intervention (the control group). One hundred and twenty (120) third-year high school students of similar mathematical aptitude (a control group = 60 students; an experimental group = 60 students) were chosen from a high school in Ghana's central region. Shapiro-Wilk had a p-value greater than.05 (p >.05) for each statistic, indicating that both the pre-test and post-test scores were normally distributed, before and after the test. The findings of the independent samples t-test showed that there was no statistically significant difference between the experimental and control pre-test scores (t = -.48, p >.05, C. I = [-1.78, 1.08]). The one-way ANOVA after inquiry-based learning showed a significant effect on student scores, F (1, 118) = 363.41, p < .05). Furthermore, independent samples t-test findings for the post-test showed statistically significant differences between the experimental and control post-test scores (t = -22.68, p < .05, C. I = [-24.29, 20.40]). The study's implications are that students can make their own connections with the content they learn. They may also comprehend the themes rather than simply recalling rules and formulas. The study concludes that inquiry-based learning improves senior high school students’ achievement in plane geometry.

本研究旨在了解臺灣地區高中（職）與大專學生之健康生活型態，並探討其相關因素，以作為擬訂學生健康促進計畫之參考。本研究採問卷調查方式，以台灣地區八十七學年度之高中（職）與大專學生為母群，經多步驟抽樣法抽取樣本，施測後得有效樣本高中（職）學生900人、大專學生1086人，回收率為83.1 %。根據本研究目的所得結果如下：（一）高中（職）與大專學生的健康生活型態中值得關切的是：規律性運動的情形普遍不佳；休閒活動仍以看電視、電影和聽音樂會等之「旁觀性活動」為主；當面對憤怒、憂傷或恐懼時，大多數人仍以「壓抑」方式來處理；吃零食、宵夜、油炸食品、甜食、喝含糖飲料等不良飲食習慣都亟需改善；菸、酒、檳榔及藥物的使用與濫用的情形較以往嚴重，且第一次使用的年齡亦呈現下降趨勢。（二）除了「飲食習慣」和「藥物的使用與混同」高中（職）學生表現得較大專學生來得好外，其他的生活型態兩者問並沒有太大的差別。 (三)由高中（職）與大專學生各項健康生活型態間的關係可以看出：「運動行為」、 「休閒活動」、「飲食習慣」和「藥物的使用與濫用」表現佳的學生在心理壓力方面會有較好的調適；同樣的，「心理壓力調適」表現佳的學生在運動、休閒和飲食方面也會有較好的行為。

This is descriptive correlational research that evaluates the challenges experienced by Senior High School (SHS) students of Lopez National Comprehensive High School, Quezon Province, Philippines in taking modular distance learning mode. Pearson R was used to assess the significant relationship between the demographic profile of the respondents and the challenges experienced by SHS students in taking modular distance learning mode. The respondents of this study were sixty-nine (69) Grade 12 SHS students who experienced taking modular distance learning mode. A self-made questionnaire was used. It was found out that independent learning practices, motivation and focus, learning intervention and support and learning space and management were significantly correlated to demographic profile and the challenges experienced in taking modular distance learning mode, thus, the null hypothesis is rejected. It is evident that respondents hardly understand the lesson in modular distance learning mode because the instruction in the self-learning module is not clear. SHS students spent more time using gadgets than studying. Moreover, the study area had distractions and noise and most parents of SHS students did not talk about the problems they encountered in the self-learning module. It is recommended to coordinate with the parents to create a learning intervention at home, and also, teachers should provide books to act as supplementary materials. Hence, this will introduce to the academy a possible enhancement program to the institution that will allow us to utilize different learning strategy and gamification in teaching considering the post pandemic learning mode.

Technology growth in the field of education has resulted in significant changes, particularly in the field of English learning in higher education. Instagram could be one of the alternative instruments for supporting the practice of teaching high school students English as Foreign Language (EFL). Instagram's implementation, which has amassed a large user base over the last decade, could be a valuable teaching tool to aid the learning process. The purpose of this research is to see if using Instagram video as a learning media can help ESL high school students enhance their speaking skills. The subjects of the study consisted of 49 high school students who applied the Cambridge Curriculum. A quasi experimental research design was used in this study. The pre-test and post-test score were obtained by requiring the students to speak monologue giving opinion. Then, the pre-test and post-test data was analyzed by Independent Sample T-test. Based on the test results, significance value (2-tailed) of post-test was .000 lower than .05. Moreover, the researcher found that the post-test mean score of experimental group was 89.92 whereas the control group was 82.71. In short, there was a significant difference in Instagram video usage on senior high school students’ speaking skill. Cohen's d was used to determine the magnitude of the effects, and it showed 2.6. It was discovered that the effects were significant. Thus, the findings suggest that using Instagram video as a learning tool for senior high school students could be beneficial.

This study examines community related factors influencing academic achievement and expectations among junior and senior high school students in Greece, drawing upon Bronfenbrenner's ecological systems theory. Data was collected from a sample of 193 students using a multistage cluster sampling method. Overall, the study found several significant associations between various factors and academic performance and expectations among junior and senior high school students: Previous academic performance in Mathematics and Language and Literature was positively associated with present performance and expectations score in the total sample, regardless of the class attended in the previous year. Present grades were positively associated with neighborhood support, safety, and activity in both junior and senior high school students, with stronger associations found in junior high school students. Expectations score was positively associated with neighborhood support, safety, activity, and friendships in the total sample, with stronger associations found in junior high school students. Junior high school students' expectations were strongly associated with motivation, perceived support from friends, family, and teachers, as well as neighborhood support and safety. Senior high school students' expectations were also strongly associated with motivation, perceived support from friends, family, and teachers, as well as neighborhood support and safety, though to a lesser extent compared to junior high school students. These findings highlight the relationship between individual, social, and environmental factors affecting academic development during adolescence. Implications for educators, policymakers, and practitioners are discussed within the context of Bronfenbrenner's ecological systems theory, emphasizing the importance of a holistic approach to promoting student success. Received: 17 July 2025 / Accepted: 09 October 2025 / Published: 05 November 2025

The article analyzes the benefits of using Google Docs of the Google Apps services in the activity of organizational and educational units of higher educational institutions. The main emphasis is placed on the use of Google Docs of the Google Apps services, which enables documentation processing and working with joint documents of the units. The author of the article outlines the main advantages of Google Docs of the Google Apps services and analyzes their application in the activity of organizational and educational units of higher educational institutions. The article describes the main features of Google Docs. It has been determined that the use of Google Docs of the Google Apps services is a part of the establishment of an information system that creates a unified information space for a contemporary higher educational institution. The author has analyzed the subsystems of the project management of the organizational structure, educational technology and processes of interaction with each participant of the educational process, external and internal communications. The methodologist of the organizational and educational unit (SMC for research, scientific projects and programmes of the Borys Grinchenko Kyiv University) analyzed and presented a specific example of effective use of Google Docs of the Google Apps services in working with the documentation in the course of organizing the educational process. It has been determined that the creation and arrangement of mechanisms for the development of the corporate content using the Google Docs of the Google Apps services will allow staff members of the organizational and educational units of higher educational institutions to develop and jointly work with documentation in the course of organization of the educational process, which will allow to automate the activity of organizational and educational units, and enable the staff members to ensure quality processing of documentation and interact with other colleagues. It is defined that such organization of educational process optimizes the activity of organizational and educational units of higher educational institutions is a sample of successful management and a guarantee of well-organized work in corresponding departments of higher education institutions

Comparing the centrality symptoms of major depressive disorder samples across junior high school students, senior high school students, college students and elderly adults during city lockdown of COVID-19 pandemic—A network analysis

To investigate the relationship between violence exposure, self-control, social anxiety and school bully. In the urban and rural areas of Xinxiang between September and December, 2018, a total of 1631 students from grade 1 to grade 3 from 3 junior high schools and 3 senior high schools were selected by convenient sampling. Violence exposure scale, middle school students& apos; self-control scale, adolescents' social anxiety scale and middle school students& apos; school bully scale. Among them, there were 770 boys and 861 girls. The number of junior high school students was 891, and the number of senior high school students was 740.There were 922 urban students and 709 rural students. There recovery data was analyzed by independent sampled t-test, correlation analysis and the structural equation model was established. (1) The male in the scores of violence exposure(34.45±12.97), social anxiety(11.04±3.61), traditional bully(24.09±8.86) and cyberbully(14.94±6.25) were higher than the female [(32.07±11.09), (10.30±3.58), (21.57±7.98), (13.00±4.30)], and the difference was statistically significant(P& lt; 0.05). The junior high school students in the scores of violence exposure(35.21±13.83), social anxiety(11.24±3.58), traditional bully(26.40±8.68) and cyberbully(15.06±6.26) were higher than the senior high school students [(30.52±8.51), (9.92±3.53), (19.26±6.14), (12.55±3.73)], but the junior high school students in the scores of self-control(121.98±17.22) was lower than senior high school students(129.84±19.02) and the difference was statistically significant(P& lt; 0.05). The urban students in the scores of self-control(126.30±18.54) was lower than rural students(122.99±18.04), but the junior high school students in the scores of social anxiety(10.38±3.53) and traditional bully(22.41±8.28) were higher than senior high school students [(11.06±3.67), (23.25±10.01)] and the difference was statistically significant(P& lt; 0.05). (2) The scores of violence exposure, social anxiety, traditional bully and cyberbully were positively correlated each other(r=0.24-0.59, P& lt; 0.01), but separately negatively correlated with the scores of self-control(r=-0.36--0.19, P& lt; 0.01). (3) Social anxiety played a partial mediating role between violence exposure and school bully. The direct effect of violence exposure on school bullying was β=0.45, 95%CI 0.38-0.53, t=17.19, P& lt; 0.001.The mediating effect of social anxiety was 0.02, accounting for 4.26% of the total effect. Self-control played a moderating role in the second half of the relationship between violence exposure and school bully. Interaction between social anxiety and self-control can significantly positively predict school bully(β=0.08, 95%CI 0.03-0.12, t=3.05, P& lt; 0.01). Violence exposure positively predicts school bully. Violence exposure also plays a mediating effect on them through social anxiety and a moderating effect on them through self-control. The moderating effect of self-control is not significant in boys and junior high school students.

P96 Evaluation of the Effect of an Online Dual Enrollment Nutrition Course for College and High School Students

To clarify the incidence of predictive risk factors for poor mental health status in Japanese adolescents. In 2010, baseline surveys of first-year junior and senior high school students were conducted at 10 randomly selected junior high schools and 14 senior high schools in Japan. After 2 years, follow-up surveys were conducted on the same students. For both surveys, a self-administered questionnaire about mental health status and lifestyle, General Health Questionnaire-12 (GHQ-12), was provided to the students. In total, 1,304 junior and 4,383 senior high school students were enrolled at the start of the study, and 776 junior and 2,697 senior high school students responded to both surveys. The new incidence of poor mental health status (GHQ-12 ≥ 4 points), determined by changes between the baseline and follow-up surveys, was 17.1% (95% CI, 13.9% to 20.3%) of junior high school students and 22.6% (95% CI, 20.5% to 24.7%) of senior high school students. According to the multiple logistic regression analysis, in junior high school students, factors associated with the onset of poor mental health were not participating in sports activities (adjusted odds ratio, 3.13; P = .035) and spending ≥ 2 hours per day studying outside of school (2.18; P = .010). In senior high school students, factors associated with the onset of poor mental health were female sex (2.51; P < .001), difficulty initiating sleep (3.38; P < .001), poor sleep quality (1.83; P = .034), poor appetite (3.43; P = .011), spending less than 2 hours per day watching television (1.37; P = .038), being a victim of bullying (2.46; P = .011), and not having a sympathetic supporter (1.72; P = .006). The findings of this study are valuable for formulating approaches aimed at addressing adolescent mental health.

The adolescent age group plays a vital role in tackling the pandemic, one of which is in high school and college students. Through the Remaja Bergerak webinar with the theme of COVID-19, it is hoped that it will increase the knowledge of high school and college students in Indonesia regarding the epidemiology of COVID-19 cases and the COVID-19 vaccine. The purpose of this study was to compare the COVID-19 knowledge level between high school and college students. This type of research is a cross-sectional study with a pretest-posttest design. The first group consisted of 262 high school students and the second group consisted of 301 college students who have then compared the pretest and posttest scores. As a result, the high school student pretest scores were higher than the college student, but it was not significant (p&gt;0.05). Likewise, in the posttest result, it was shown that the high school student experienced a higher score than the college student, but it was not significant (p&gt;0.05). In conclusion, there was no difference in knowledge level in both high school and college students, but there was an increase in knowledge of each group.

Second language (L2) research suggests that synchronous written corrective feedback (SWCF) in online collaborative writing tasks can help improve L2 linguistic knowledge and writing skills. Following the rise of online collaborative writing in the wake of the COVID-19 pandemic, this exploratory study examines L2 learners’ perceptions of receiving SWCF during collaborative writing tasks completed on an online text-editing platform (Google Docs) and mediated by videoconferencing (Zoom). Adult learners (N = 46) enrolled in advanced online French as a Second Language courses took part in two collaborative writing tasks, during which their teachers (N = 3) provided SWCF. Learners’ screen activity was recorded. After the experiment, a perception survey was distributed and selected participants took part in semi-structured interviews to further discuss their experience. Results indicate that learners viewed the provision of SWCF through computer-mediated communication as an effective way to improve their L2 writing compared to traditional, delayed written feedback. Pedagogical implications for the implementation of videoconferences collaborative writing tasks involving teacher SWCF are discussed.

Collaborative writing is widely recognized for its benefits in enhancing linguistic competence, critical thinking, and social interaction in EFL contexts. Despite numerous studies highlighting these advantages, a gap remains in how collaborative writing competence can be systematically assessed and practically applied in classroom settings. This study aims to empirically validate a Collaborative Writing Competence Framework (CWCF) comprising five key dimensions: communication, coordination, creativity, responsibility, and reflection. A quantitative research design involved 103 Indonesian undergraduate EFL students enrolled in an Essay Writing course. Data were collected using a Likert-scale questionnaire and analyzed through Confirmatory Factor Analysis (CFA). The model demonstrated a good fit (χ² = 86.528, df = 81, p = .317; CMIN/DF = 1.068; RMSEA = 0.026; CFI = 0.992), with acceptable reliability (Cronbach’s α = 0.719–0.807) and convergent validity (AVE = 0.501–0.673). Creativity emerged as the most influential factor in collaborative writing competence. The validated CWCF offers actionable insights for EFL instruction: structured peer discussions, guided brainstorming, and task delegation can enhance collaboration, while integrating self- and peer-assessment fosters responsibility and reflection. Digital platforms such as Google Docs may also support real-time coordination and feedback. The CWCF thus serves as both an assessment instrument and pedagogical tool, paving the way for more effective collaborative writing practices in EFL classrooms.