GOOGLE CLASSROOM AS INSTRUCTIONAL TOOL: BENEFITS AND

CHALLENGES AS PERCEIVED BY THE BSED

SOCIAL STUDIES STUDENTS

KAREN KAYE C. COLIMBO

JESSA M. EJORCADAS

AN UNDERGRADUATE THESIS PROPOSAL SUBMITTED TO THE FACULTY OF THE COLLEGE

OF TEACHER EDUCATION, SOUTHERN CHRISTIAN
COLLEGE MIDSAYAP COTABATO IN PARTIAL
FULFILLMENT OF THE REQUIREMENTS
FOR THE DEGREE

BACHELOR OF SECONDARY EDUCATION

(Social Studies)

APRIL 2022
 CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

Introduction

Teaching and learning were mainly reliant on face-to-face encounters. In this setup, knowledge is

distributed from an educator to students in a physical classroom. However, virtual classrooms substituted

face-to-face learning setup to sustain education during COVID 19 outbreak. Educators and students

strategized to make the best use of the available online learning platforms such as Google Classroom in

order to adapt. As a result, these online platforms have quickly infiltrated the educational system and are

now widely used in higher institutions throughout the world.

One of the prominent online learning platforms used during the modality shift is Google

Classroom. It is an educational web-based system that seeks to make creating, sharing, and grading

assignments paperless. It also has a wide range of pedagogical and technological elements and is available

to everyone who has access to the internet (Gillett-Swan, 2017). In this platform, educators can create a

class for a course and ask other educators and learners to join just like they can in a real classroom.

Many foreign studies have investigated Google Classroom's benefits and challenges from the

perspective of students (Heggart & You, 2018; Blackmont, 2017; ). It is also worth noting that research

conducted in wealthy countries is more likely to focus on Google classrooms that are entirely web-based

(Zakaria, 2020; Beaumont, 2018; Blackmon, 2018; Gilbert, 2015;). On the other hand, studies in

underdeveloped nations were more likely to emphasize Google Classroom in blended learning (Azhar &

Iqbal, 2018; Iftikar, 2018; Shaharanee et al., 2018; ). However, for Southern Christian College, these claims

are yet to be tested.

Southern Christian College has been using Google Classroom since the first semester of the

academic year 2020-2021. Since its use, few local studies have been done, especially on its students'

benefits and challenges encountered. Considering foreign studies on Google Classroom, the current study is

proposed to bridge the gap. The researchers believed that the results of the study might make the institution

evaluate Google Classroom as a blended learning tool.

 Statement of the Problem

This study will be conducted to determine the benefits and the challenges of using Google

Classroom as an instructional tool as perceived by the Social studies students of Southern Christian College

(SCC) in Academic Year 2022-2023.

Specifically, this study will seek to answer the following questions:

1. What is the profile of the respondents as to age, sex, and year?

2. What are the benefits of using Google Classroom as an instructional tool as

perceived by the Social Studies students?

3. What are the challenges of using Google Classroom as an instructional tool as

perceived by the Social Studies students?

4. Is there any significant difference in the respondents' perception on the benefits of Google

Classroom when they are grouped according to age, year, and sex?

5. Is there any significant difference in the respondents' perception on the

challenges of Google Classroom when they are grouped according to age, year, and sex?

Hypothesis of the Study

H01: There is no significant difference in the perception of the respondents on the benefits of Google

Classroom in terms of age.

H0 2: There is no significant difference in the perception of the respondents on the benefits of Google

Classroom in terms of year.

H03: There is no significant difference in the perception of the respondents on the benefits of Google

Classroom in terms of sex.

H04: There is no significant difference in the perception of the respondents on the challenges of Google

Classroom in terms of age.

H05: There is no significant difference in the perception of the respondents on the challenges of Google

Classroom in terms of year.

H06: There is no significant difference in the perception of the respondents on the challenges of Google

Classroom in terms of sex.

 Objectives of the Study

This research aims to determine the benefits and challenges as perceived by the respondents on

the use of Google Classroom as an instructional tool.

Specifically, this study aims to:

1. determine the demographic profile of the respondents as to age, sex, and year,

2. determine the perception of the respondents on the benefits of Google Classroom as an

instructional tool,

3. determine the perception of the respondents on the challenges of Google Classroom as an

instructional tool,

4. determine if there is a significant difference in the perception of respondents on the benefits

of Google Classroom as an instructional tool when they are grouped according to age, sex, year,

and

5. determine if there is a significant difference in the perception of respondents on the challenges

of Google Classroom as an instructional tool when they are grouped according to age, sex, and

year.

Significance of the Study

Some benefits will be provided by this study to the students, teachers, Southern Christian College,

and future researchers.

Students. This study is significant to the students in providing them a means to assess and reflect

if they effectively learn using Google Classroom as an instructional tool. Moreover, their challenges

encountered will be made known to their instructors.

Teachers. They will be informed about the different challenges that the students faced in using

Google Classroom as an instructional tool to understand the students more. This study will aid them in

developing a plan and teaching strategies on how to use Google Classroom that will be most convenient for

students and adjust to their needs and respond to their challenges encountered.
 Southern Christian College. This study will help administrators and decision-makers of Southern

Christian College to evaluate if the use of Google Classroom effectively delivers instruction amidst COVID

19 Pandemic or not. This will help them plan and implement various strategies that the teachers can apply

to effectively use Google Classroom that may address the challenges encountered by students, which will

also enhance the school's overall performance.

Future researchers. The findings of this may serve as a reference for future researchers.

Scope and Limitation

The study primarily focuses on determining the benefits and challenges of using Google

Classroom as an instructional tool as perceived by all BSED Social Studies students of Southern Christian

College (SCC) in the Academic Year 2022-2023.

 CHAPTER 2

REVIEW OF RELATED LITERATURE

This chapter provides a review of related literature and studies, theoretical framework, conceptual

framework, and definitions of terms used in the current study.

Blended Learning

In the grip of the COVID-19 pandemic, several educational activities have been successfully

halted globally. As a result, education has undergone a dramatic change. The sector of education has been

one of the worst impacted by the COVID-19 outbreak, which has spread around the world. Schools have

risen to the top of the list of most vulnerable places in terms of safety and security ( De Villa, J. & Manalo,

F., 2020). Because of the unprecedented occurrence of the covid 19, The Department of Education's

(DepEd) developed learning continuity plan included the implementation of various modes of learning

delivery such as distance learning, blended learning, and homeschooling to ensure that learners continue to

have access to education despite the current situation. While the term "blended learning" is commonly

used, there is some confusion regarding what it means (Oliver and Trigwell 2005). According to Oliver and

Trigwell, blended learning is just combining two or more unique sorts of items. They claim that everything

can be blended learning due to the wide range of interpretations. Driscoll (2002) also argued that blended

learning includes the incorporation of web-based technology, pedagogical approaches, instructional

technologies, and actual job activities. She stated, however, that the purpose of blended learning is that it

means different things to different individuals, which "illustrates blended learning's latent potential" (p. 1).

Blended learning, also known as hybrid learning, is an educational technique that blends online

instructional materials and chances for online interaction with traditional place-based classroom approaches

(Quigley, 2019).

Based on the above-mentioned influential definitions, many other blended learning models have

been proposed. Staker and Horn (2012) offered four methods to categorize blended learning programs.

These are some of them: (1) The rotation approach, in which students alternate between several learning

modalities, including online learning. Full-class education, group projects, and individual tutoring are some
of the other options. (2) The flex model, in which curriculum is mostly supplied online, and students go at

their own pace. The teacher or other adults provide face-to-face support as needed through activities such

as small-group instruction, group projects, and individual training. (3) The self-blend model, in which

students complement traditional courses with one or more online courses. (4) The enriched-virtual model,

in which students split their time between attending classes on campus and learning online. Over the last

decade, a wide range of online tools and platforms have become accessible to educators to support the

concept of blended learning and its benefits. Google Classroom is a well-known online platform that has

quickly spread in the world of education.

Google Classroom

Google Classroom is one of the prominent online platforms for blended learning that has quickly

spread throughout the global education system. Google Classroom is a learning platform that appeared in

2014 (Luckerson, 2015). It is an interactive teaching tool that combines the Google Docs text editor,

Google Drive cloud storage, Gmail, and other services to create an informatively rich educational

environment ( Zuniga-Tonio, 2021). According to Beal (2017), Google Classroom is an instructional tool

that encourages student and teacher cooperation; in an online classroom, the teacher can also generate and

distribute tasks for students. Moreover, it collects students' work and grades and returns graded papers.

Jaykumar (2018) stated that Google develops Google Classroom, especially for schools, with the goal of

simplifying the creation, distribution, and grading of assignments in a paperless manner. According to

Iftakhar (2016), Google Classroom is classified as one of the best platforms to enhance teachers' workflow.

It offers a number of advantageous features that make it an excellent tool for teachers and students and

makes it one of the preferable online learning platforms to assist the teaching and learning process. Google

Classroom helps teachers save time, organize classes, and improve communication with students. This

instructional tool allows teachers and students to work together ( Zuniga-Tonio, 2021).

Saputri (2020) stated in her study, "Student's perceptions toward the use of Google Classroom in

teaching and learning process," that there are a lot of activities we can do with Google Classroom when the

class is operated. One can create an announcement, send notifications about course updates and attach files

and class materials. With Google Classroom, one can also create an assignment. According to Saputri
(2020), this is the most powerful feature in Google Classroom. The teacher can upload projects for the

student within due time to submit. To complete their task, the student can also download materials

uploaded by the teacher. Questions and posts can be created and reused. If permitted by the teacher,

students may create a problem to be discussed with their teacher or other students. Important posts, such as

announcements, assignments, and questions, can be placed in the stream tab by the teacher.

It occurs that Google Classroom, as an Instructional interactive tool, has the potential to contribute

to the effective delivery of the teaching and learning process in the New Normal. Google Classroom as an

Instructional tool offers various benefits for both educators and students. However, both teachers and

students encountered several challenges in the use of Google Classroom as an Instructional Tool.

Foreign Studies

Heggart and You (2018) conducted a qualitative study to investigate the benefits and challenges of

using Google Classroom as a tertiary platform for learners in an Australian higher education institution.

According to the findings, the students reaped various benefits that contributed to the success of Google

Classroom. Among the benefits were the simplicity of access, the ability to use it at any time, and the

learners' ability to express themselves comfortably. For example, students could express themselves

electronically rather than vocally and at any convenient moment. Eventually, this would lead to higher

learning quality since learners would be confident that their thoughts were being heard in a web-based

community. While the learners' concerns were accessibility issues with respect to the messages broadcast

on the 'stream' (a feature on Google classroom). This was because the most recent announcements,

messages, comments, and conversations were constantly at the top. Older ones were pushed lower down

the stream as new messages were posted. If more posts were made to the stream, the students would be

irritated because they would have to do a lot of scrolling. Aside from that, there were no built-in facilities in

Google Classroom to analyze an individual learner's contribution or even a simple analysis of their types of

contributions.

Blackmon (2017) conducted a phenomenological study to investigate the benefits and challenges

encountered by learners when adopting a totally web-based Google classroom in a higher education

institution in the United States. The study distributed an open-ended web-based questionnaire via Google
Stream, to which seven postgraduate students responded. The results show that the learners benefited from

this web-based platform since they were able to view and comment on their peers' work. Furthermore,

contact between educators and learners inside a class learning community would be improved. However,

according to the prior study, the learners faced a variety of problems, including a lack of in-person contacts

within the class community. The students had trouble addressing complex problems and felt uneasy and

apprehensive about communicating on the Google stream compared to Facebook, Twitter, or other web-

based social networking platforms. Furthermore, peer remarks were too brief and difficult to interpret.

Zakaria (2020) also conducted a phenomenological study to investigate the benefits and

challenges of Google Classroom, which included 103 undergraduate students from a Malaysian public

higher education institution as participants. A web-based open-ended survey acquired the information, and

the results were analyzed qualitatively using NVivo 14. Researchers discovered that Google Classroom

provided learners with four distinct advantages: paperless communication, the convenience of access,

connections with other members of a web-based community, and systematic class management. During this

time, sub-themes formed under the obstacles, including difficulty understanding, late educator feedback,

unreliable connections, no in-person connections, and a lack of support. This research provides valuable

insights into the fact that, in addition to technology, management support and skilled educators are also

required in order to establish an ideal digital learning community inside a course setting. Additionally, this

web-based platform equips learners with the skills to be prepared for the outside world and succeed in a

virtual environment.

Beaumont (2018) also explored the benefits and challenges of using a totally web-based Google

classroom from the perspective of higher education students in the United Kingdom. The findings

demonstrate that Google Classroom was a valuable instructional platform that provided a variety of

advantages. It serves as a forum for debate, interaction, and connection between people. In the opinion of

the students, the concept of sharing materials in the Google classroom will encourage a sense of teamwork

within the class community. This web-based platform could also be accessed and navigated with relative

ease. In addition, it did not impose any fees and provided collaborative work options through the use of

other Google products such as documents, slides, and the calendar. Other noteworthy features were the

ability to ask and answer questions in real-time and the ability to plan posts ahead of time, among others.
However, despite the benefits, the study also showed that learners faced a number of difficulties. It was true

that this web-based platform had some flaws, such as the fact that it did not allow for text editing or the

embedding of images into movies. All of the comments and messages that were uploaded were

automatically sorted, and as a result, they could not be hidden or rescheduled after they were posted.

Finally, the students had difficulty becoming acquainted with Google Classroom. They were not even

aware of some of the capabilities available on the web-based platform that would be beneficial to their

learning.

Gilbert (2015) also investigated the benefits and challenges of assignments submitted through

Google Classroom on learners enrolled in an online American History course at a high school level in the

United States of America in 2015. According to the findings of the study, one of its advantages was that it

allowed the students to work at their own pace. Thanks to this web-based tool developed in collaboration

with educators, learners can also pace themselves according to their individual educational needs. They

could manage and concentrate totally on assignments without being distracted by other activities such as

social contact with peers or attending physical education sessions. Aside from that, the students learned

how to manage their time so that they could complete their assignments on time. Additionally, according to

a previous study, the learners encountered significant difficulties, such as an unstable internet connection at

home. As a result, they struggled to complete activities within the constraints of school hours. In addition,

the learners were left without any advice from the instructor on how to animate a course. Consequently,

they were difficult to comprehend, particularly at the beginning of the course. Students' greatest difficulty

came from either an educator being late or completely failing to react to their inquiries, leaving them

confused as to whether or not their work met the standards set by their instructors.

Azhar and Iqbal (2018) conducted a study titled "Effectiveness of Google Classroom: Teachers'

Perceptions," in which they found that Google Classroom was effective. The investigation is carried out in

accordance with a qualitative research methodology. The sample for the study, which was conducted using

a semi-structured interview method, consisted of 12 higher education teachers who had used Google

Classroom in their classroom for at least one semester. The information gathered has been subjected to a

thorough examination, which included classifying and categorizing the information using NVivo.

According to the findings, teachers consider it as merely a facilitation tool that may be used for document
management and basic classroom administration. It has no substantial impact on teaching approaches.

According to the teachers' responses, the most significant element contributing to the system's inefficiency

is the lack of a user-friendly interface. Taking the students' perspectives into account will enable the

additional study to be conducted.

Iftakar (2016) also conducted a qualitative study to investigate the benefits and challenges of

implementing Google Classroom in mixed learning environments. A total of 35 students from a higher

education institution in Bangladesh participated in the survey. The findings reveal that learners profited

from Google Classroom as a result of its effectiveness, user-friendliness, and ability to save a limitless

amount of information. The greatest issue experienced by the learners who came from less affluent families

was that they were unable to acquire mobile data and were forced to rely on less reliable open access

internet, which was not always available. Another difficulty they faced was that they were left to explore on

their own, with no guidance. However, with continuous use, individuals may improve their comprehension

and familiarization with the technology, which may, in turn, drive them to engage with it. The final

difficulty that the students encountered was that their inquiries did not receive a prompt response from an

educator. Even worse, there have been situations in which the educator has completely ignored the

questions.

Shaharanee et al. (2018) did a study titled The implementation of Google Classroom as a tool for

teaching and learning. The primary goal of this study is to determine the effectiveness of Google

Classroom's active learning activities for data mining students enrolled in the Decision Sciences program's

data mining course. A set of questionnaires was issued to a sample of 100 students who had registered in a

data mining course, and the results of this study were based on their responses. The data was analyzed

using the Technology Acceptance Model (TAM) to determine the relationship between the identified

characteristics and the success of the learning activities. The findings were presented in a formal report.

The results demonstrate that most students are satisfied with the Google Classroom application presented in

the class, as evidenced by all ratios being above average. Furthermore, comparative performance is strong

in the areas of ease of access, perceived utility, communication, engagement, instruction delivery, and

student satisfaction with the learning activities offered by Google Classroom.

 Local Study

Zuniga-Tonio (2021) conducted a study to investigate Google Classroom's potential and

acceptance as a tool for flexible language learning and teaching. A group of 44 university students from

Catanduanes, Philippines, who had finished the Purposive Communication course were given a survey

questionnaire. According to the conclusions of the Technology Acceptance Model (TAM) data analysis,

most students believed that Google Classroom could provide accessibility, utility, and student happiness,

according to the Technology Acceptance Model (TAM) data analysis. Students also felt that technology

might help with flexible learning communication, interactivity, and lesson delivery. Furthermore, a

qualitative inductive approach revealed that Google Classroom supports flexible language learning by (a)

easy monitoring of tasks, assignments, projects, and announcements; (b) excellent storage of learning

materials (ex. backup files); (c) motivating students to manage time; and (d) motivating students to perform

well. As a result, as an interactive educational tool, Google Classroom has the potential to contribute to the

efficient delivery of flexible language teaching and learning, assuming that faculty supervision is offered in

a timely and responsive manner.

Santos (2021) conducted a study to assess the acceptability of Google Classroom among

participants using the Technology Acceptability Model (TAM). The sample size was limited to 56

instructors participating in a research methods class at a graduate school in Bulacan during the first

semester of the 2019-2020 school year. The research used a mixed-methods approach. Through the

delivery of the TAM survey questionnaire, the descriptive approach was also used to explain the

respondents' technological acceptability when utilizing Google Classroom. A supplementary open-ended

survey was undertaken to confirm the data produced from the TAM survey questionnaire. Despite the

challenges of having a decent internet connection, in the open-ended poll, all respondents claimed that

Google Classroom is highly useful, simple to use and that they would recommend it to others. In terms of

consistency, it was discovered that 62.5 percent of respondents were able to submit 11 to 12 tasks out of a

total of 12 through Google Classroom. It was decided that, while being a new experience, using Google

Classroom made them realize how their life as a teacher may be made easier with the usage of this

technology.
 Jaca (2022) conducted a study exploring the students' online class experiences with Google

Classroom as the major medium for asynchronous and synchronous online classes. The study examined the

students' online class experience using Google Classroom amid the Covid-19 outbreak using a mixed-

method research methodology that included both quantitative and qualitative design. Data were collected

from two Bachelor of Secondary Education major groups in English classes at Cebu Technological

University in the Philippines during the second semester of the Academic Year 2020-2021. The data were

evaluated with descriptive statistics such as frequency counts and percentages. Students find Google

Classroom to be Very Helpful and Extremely Helpful in their online classes because it is convenient and

allows them to complete their assignments on their own time and at their own pace. However, because of

poor internet connectivity and accessibility concerns in online learning, learning during the Covid-19

pandemic has been extremely difficult for Cebu Technological University's College of Education students.

Theoretical Framework

This study will be guided by Technology Acceptance Model (TAM). Technology Acceptance

Model (TAM) was developed by Davis (1986), in which perceived usefulness (PU), perceived ease of use

(PEOU), enabling condition, and mental health is four important markers of how consumers adopt and

apply technology. TAM is a solid theoretical model that can be expanded to e-learning. TAM is an

underlying idea derived from Al-khatiri (2015). TAM is an intention-based model developed primarily to

explain and forecast computer technology user adoption (Hu et al., 1999).

In the context of the proposed study, the use of the Google Classroom application among Social

Studies students was explored, guided by the dimensions of TAM. It is imperative to initially identify the

students' perceptions of the benefits and challenges of the Google Classroom as an Instructional Tool in the

teaching and learning process. Saadé, Nebebe, & Tan (2007) insisted that students' participation and

involvement were important to successful e-learning systems; therefore, students' acceptance behavior

should be assessed. They suggested that TAM was a solid theoretical model where its validity can extend to

the e-learning context. The usage of the Google Classroom application as an instructional tool in teaching

Social Studies students was investigated in the context of the proposed study, guided by the dimensions of

TAM. It is critical first to identify users' (teachers' or students') perceptions of Google Classroom's
usefulness in terms of the learning and teaching process and its accessibility so that teachers or students

will consider using it when the need arises.

Similarly, investigating the potential of Google Classroom as an instructional tool can provide

additional guidelines for how E-learning should be used more effectively in teaching Social Studies

students, as well as relevant interventions for Social Studies educators on how to appropriately integrate the

use of Google Classroom in teaching so that students' engagement is maximized. The growing use of

technology as a teaching tool has altered the learning landscape. It brought with it holes in traditional

teaching principles and the necessity for innovative techniques to keep up. The connective idea aspires to

be the modern-day remedy to these inadequacies.

Conceptual Framework

In essence, this research's main topic is to identify the BSED Social Studies student's perception of

the benefits and challenges of Google Classroom as an Instructional Tool utilized in Southern Christian

College in the New Normal. Also, to determine if there is a significant difference in respondents'

perception on the benefits and challenges of Google Classroom as an instructional tool when grouped

according to age, sex, and year.

Figure 1. Schematic Diagram: Benefits and Challenges of Google Classroom as an Instructional Tool

As shown in Figure 1, the conceptual framework focuses on the relationship

between the independent and dependent variables of the study. The independent variables

are the Google Classroom as an instructional Tool and the demographic profile of the

respondents. At the same time, the dependent variables are the benefits and challenges of

the respondents in using Google Classroom. In addition, the double head arrow

connecting to the dependent variables and the demographic profile of the respondents

signifies the relationship if there is a significant difference in the benefits and challenges

of Google Classroom as perceived by the respondents when they are grouped as to age

sex, and year.

Definition of Terms

The following are used based on the context of this study.

E-Learning. It is an abbreviation for Electronic Learning, a method of learning

based on electronic devices adapted by Southern Christian College in the New Normal.

Instructional Tool. It refers to the instructional tool utilized in lessons, which

includes active learning and evaluation. Teachers employ these technologies to provide

instructions and adapt students' learning in Southern Christian College in the New

Normal.
 Google Classroom. It is an e-learning platform that Southern Christian College

used as its primary instructional tool to enhance teaching and learning in the New

Normal.

Benefits. It refers to the advantages of using Google Classroom as an instructional

tool for BSED Social Studies students.

Challenges: It pertains to the problems and hardships that the BSED Social

Studies students encountered in using platforms as an instructional tool for learning.

Perception. It refers to BSED Social Studies students' opinions on various

platforms as instructional tools based on their experiences w/ them.

 CHAPTER 3

METHODOLOGY

This chapter describes the research procedures that will be employed in this study.

It contains the research design, locale of the study, respondent of the study, the research

instrument, data gathering procedures, ethical consideration, data privacy protocol, and

data analysis.

Research Design.

The descriptive quantitative method will be used in this study. According to Gay

and Airisian (2009), descriptive research entails gathering data to test hypotheses or

answer questions about the subject of the study's current state. It implies that descriptive

research would aid the researcher in gathering data. Furthermore, quantitative research

acquired knowledge by using numerical data as the instrument to discover information

about what was desired to be known. It signifies that quantitative research uses the data in

the form of numbers and statistic analysis. So, descriptive quantitative is number related

to statistic descriptive such as measuring scale, displays graphic and variability. The data

would be in number statistics and would be described in a narrative. In this research, the

descriptive research will use to determine the students' perception of the benefits and

challenges of Google classroom as an Instructional Tool for the Academic Year 2022-

2023.

Locale of the Study

 This research will be conducted at Southern Christan College, Midsayap

Cotabato. The area is located at Quezon Avenue, Poblacion 5, Midsayap, Cotbato.

Southern Christian College is a private non-stock and non-profit religious, educational

institution established n 1949.

Respondents and Participants

The respondents of this study are the students from the College of Teacher

Education of Southern Christian College, Midsayap, Cotabato. Particularly, the

respondents are enrolled in Bachelor of Secondary Education Major in Social Studies

from 1st year to 4th year in Academic Year 2022-2023. The total number of BSED Social

Studies students is 74.

Research Instrument

Because the study will be conducted during the Covid-19 epidemic, the researcher

will use a Google form-based survey questionnaire. The study's data will be gathered

through a researcher-made survey questionnaire and will be subjected to validation from

expert individuals who know about the topic. The researcher will utilize survey

questionnaires with three (3) parts: part I is to identify the demographic profile of the

respondents as to name, age, sex, and year; part II is the Likert Scale that has four (4)

options to wit Strongly Agree, Agree, Disagree, and Strongly Disagree wherein this

Likert Scale contains the statements pertaining the benefits of Google Classroom as an

instructional tool as perceived by the respondents. This was divided into two sub-themes:

the Perceived ease of use and the perceived usefulness of Google Classroom as an
instructional tool; Part III is the second Likert Scale containing the statements about

Google Classroom's challenges as an instructional tool. It also has four options similar to

part II's Likert Scale.

Data Gathering Procedure

The researcher will ask permission from the College of Teacher Education's dean

to conduct the study through a letter. Another letter will be addressed to the Data Privacy

Officer to request the list of BSED Social Studies students of their institutional email

addresses. Afterward, the researchers will do the following: (1) administer the

questionnaire using Google Form through their institutional email, or (2) administer the

questionnaire through the respondents' Messenger via link if needed. The method is

preferred to collect needed data immediately and achieve a high response.

Ethical Consideration and Data Privacy Protocol

The data privacy statement will be displayed on the first page of the Google Form

before the respondents may begin answering the questionnaire questions. In order to

maintain ethical research practices, the researchers will inform the respondents that data

obtained from the Google Form will be safely used for research only and will be treated

with the utmost confidentiality. Respondents will be able to proceed to the survey

questionnaire in the Google Form if they check the box next to the consent form for

ethical consideration and data privacy agreement and click the "next" button, which

indicates that they will participate in the survey.

Data Analysis
 The collected data from the respondents will be analyzed and presented in tabular

form. The respondents' demographic profiles will be shown using frequency and

percentage distribution. As for the benefits and challenges of Google Classroom as an

instructional tool perceived by the BSED Social Studies students, their weighted mean

will be interpreted using the scale in Table 1.

For the significant difference in the respondents' perception of the benefits and

challenges of Google Classroom when they are grouped according to age, year, and sex,

the researchers will use a t-test and ANOVA.

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