THE IMPACT OF USING GOOGLE APPLICATION TO THE ACADEMIC

PERFORMANCE OF HUMSS 11 MATATAG IN THEIR 21ST

CENTURY SUBJECT THIS 2ND SEMESTER FOR

THE SCHOOL YEAR 2022-2023

A Research Paper

Presented to the faculty of

JONES WEST HIGH SCHOOL

Malannit Jones,Isabela

In Partial Fulfilment

Of the Requirements for the

Practical Research -1

By:

Pascual, Ariane Mae D.

Mayor, Bryan Jay S.
Tamayo, Prince Justine G.
Rivera, Lester R.
Sausa, Kent Daryll L.
Banayos, Michelle B.
Ocbania, Limuel O.
 CHAPTER 1:
THE PROBLEM AND IT'S BACKGROUND

A. Introduction

Technology is important tool for learning. It help students develop their

skill, knowledge and motivate them to enjoy learning. Nowadays, the role of

technology plays a vital role in education. It is a four-fold: it is comprised as part

of the curriculum, as an instructional delivery modality. As a means of assisting

instruction and also as an instrument to develop and improve the entire learning

process.

Google application for education (GAFE) is a powerful cloud-computing

solution that works regardless of students’ location, time, and even the type of

device being used (Google Application in Education, 2018). It enhance education

with free and easy-to-use tools for learning. These application proven that as a

valuable tool can improve teaching can improve teaching and learning (Fayez et.

al 2016) that can foster collaboration can assess students’ written works and

performance output easily and can provide clear guidance for doing their best

work.

Educational application such as google application for education can make

an important contribution to the ideal means in adapting emotional method that

can improve academic performance of the students. Google application is the best

example that can enhance enjoyment of students in developing child’s well-being

and can improve to their academic performance.

B.CONSEPTUAL FRAMEWORK

The theoretical study fostering usefulness of google application for

education: the conceptual framework was based on the study of Venkatesh et al.

(2003) that emphasized utilising of technology to display an input. Technological

usage and acceptance have received a number of attentions. Many models have been

put in shape to address the issue. The study of Odewumi (2017) listed Diffusion of

Innovation (DOI), Theory of reasoned action (TRA), The Motivational Model

(TMM), Technology Acceptance Model (TAM), The Theory of Planned Behaviour,

The Social Cognitive Theory, and The Unified Theory of Acceptance and Use of

Technology (UTAUT) as common model common in the study of technology

The Unified Theory of Acceptance and Use of Technology (UTAUT) is

widely engages based on the Theory of Reasoned Action (TRA) and Techno- logical

Acceptance Model (TAM). Researchers confirmed that the use of UTAUT as

imperative to sort out the relationship and development, of expectation and use of

information innovation. The study of Odewumi et al. (2018) revealed that theoretical

structure together with the theory acknowledged the use of innovation theory is

clarified by the selection of individuals and use of a specific information innovation.

Abayomi et al (2016) studied shows that male and female clients’ acknowledgment

the innovation and demonstration of the consistency of Unified Theory Acceptance

and Use of Technology that may fluctuate in various conditions.

 On gender and GAFE, Awuah (2015) stressed the efficacy of google

application for education as an efficient cloud-computing for easy collaborations

among both male and students and academic staff. Also, Al-Emran &Malik (2016)

study revealed that there is no significant difference among the staff of male and

female, while their mean scores were relatively high. This indicated that both male

and female are highly interested in the use of Google Apps. Obliviously, google

application for education is progressively become known and employing in education

worldwide. Lecturers support and exploit of Google Apps for Education, research and

administrative task. Precisely, Google Apps for Education, learning and instruction is

lagging and underused.

.C. Statement of The Problem

1. How satisfied you are when you use Google Application?

2. How Google application help you in your studies?

3. What are the other application that you are usually used in studying?

D.SCOPE AND DELIMITATIONS

This study covers only 10-15 responders of grade 11 senior high students of Jones

West High School. We ask them a questions and we will give them certain time

answer.

E.SIGNIFICANCE OF THE STUDY

 The significance of this study is to enhance efficiency and productivity of student

and also the teacher. It plays a crucial role in exploring the idea and it makes it simple

and easy to collect data about a topic while browsing in the internet. In students, can

learn 21st century problem solving skill they’ll use in the future careers, with

accessibility features that help every student do their best work and this google

application for education gives teacher the freedom to spend more time personalizing

the learning experience, and less time managing.

F.DEFINITION OF TERMS

Google Application
An online application that can easily use and can browse and easy gathering
of data.

Technology
Application of knowledge for achieving practical goals in a reproducible way.

Learning
Thing learned from what you doing by own experience.

Education
The teaching or learning process within a school, or the knowledge derived
therefrom.

Academic Performance
Is the extent to which a student, teacher or institution has attained their short
or long-term educational goals. (google application)

Development
This is the process of developing skills and even grade of you.
 CHAPTER 2

A. RELATED LITERATURE

Mumba et., al (2013) states that Google Application for Education (GAFE) tools, in

particular, Allow users to collaborate virtually on documents, Presentations, and

projects in the cloud. Google Application for Education is used To create

developmental websites as an alternative to Traditional classrooms. This system has

an intuitive and User-friendly interface, allowing most users to make a Quick and

easy transition to this system. Locketz (2019) Developed conclusions, for starters,

collaboration Motivates school administrators to learn and use Google Apps for

Education. Layton et., al (2017) notes That the abilities such as critiquing others’

ideas, Reasoning abstractly and quantitatively, and employing Computational

procedures have been developed in Standards for Mathematical Practices

(SMPs).Alshihri (2017) found out that multiple and varied levels of Knowledge and

specific skills can have a significant Impact on faculty and academic staff members’

ability To apply the benefits of using Google services/tools in Their professional

activities. Ersoy et., al (2019) Revealed that there is significant difference between the

Achievement test pre- and post-test scores to determine The effectiveness of Google

Applications acquiring Spatial perception ability in the fourth-grade social Studies

course. The students stated that the Google Earth-based activities increased their

success and Allowed them to gain spatial skills. Cahill (2014) emphasizes that using

Google Applications in higher education helped to improve Students’ communication

and collaborative skills, as Well as students’ perceptions and knowledge of

Technology use in the classroom. Awuah (2015) also Concluded on his study that

over 84% of those polled Said that using the Google Application for Education

(GAFE)-based course website improved their Performance. Furthermore,

approximately 91 % of Participants stated that they were more satisfied with GAFE

courses than with traditional methods of Instruction with no or moderate use of

technology, Where the least proportion of content is delivered Online; the remaining

9% stated that they were not Satisfied. Francisco et.al (2019) States that

Technological Acceptance Model (TAM) is a good fit For explaining the need to use

Google apps as a Personal learning experience in a university setting. Consequently,

subjective norms, in particular, played a Role in the indirect influence of social image

on the Decision to use Google apps and had a major positive Impact on the students

learning experience. Maqbool (2016) proven that there are two primary areas of

Interest in the impact of groupwork in using Google Applications. To begin, students’

problematic Experiences in coordinating or managing the Administration element of

group work, which includes Scheduling meetings, corresponding, communicating,

And managing documentation, as well as the challenges Of collaborating as a group

to produce a coherent and Cohesive group work. Secondly, the students were

Required to use a web-based portal or wiki created with Google Applications to aid in

coordinating group Effort, managing documents and communication, and

Collaborating to create the required output in order to complete the group assignment.

Alqahtani (2019) found out that Google Clouds environment has the highest usability

value (86.45) and that there are statistically significant differences in scholastic

achievement when Google Clouds is used in the educational process. The findings of

the above literatures were found relevant to the study since the utilization of Google

Applications may help the learners in terms of exploring the features of these

applications, discovering new way in learning and gaining knowledge in the lessons.

In addition, because these educational applications were very useful and user-friendly

the students are satisfied in using these application.

B. RELATED STUDIES

This research aims to explore and investigate potential factors influencing students’

academic achievements and satisfaction with using online learning platforms. This

study was constructed based on Transactional Distance Theory (TDT) and Bloom’s

Taxonomy Theory (BTT). This study was conducted on 243 students using online

learning platforms in higher education. This research utilized a quantitative research

method. The model of this research illustrates eleven factors on using online learning

platforms to improve students’ academic achievements and satisfaction. The findings

showed that the students’ background, experience, collaborations, interactions, and

autonomy positively affected students’ satisfaction. Moreover, effects of the students’

application, remembering, understanding, analyzing, and satisfaction was positively

aligned with students’ academic achievements. Consequently, the empirical findings

present a strong support to the integrative association between TDT and BTT theories

in relation to using online learning platforms to improve students’ academic

achievements and satisfaction, which could help decision makers in universities and

higher education and colleges to plan, evaluate, and implement online learning

platforms in their institutions. (International Journal of Educational Technology in

Higher Education 17, 1-23, 2020)

C. SYNTHESIS