See discussions, stats, and author profiles for this publication at: https://www.researchgate.

net/publication/354385810

The Effectiveness of Using Google Classroom Application on the Teaching

Efficiency During Malaysia Movement Control Order Among Secondary School
Teachers

Conference Paper · September 2021

CITATION READS
1 719

2 authors:

Shahazwan bin Mat Yusoff Anwar Farhan

University of Malaya Universiti Teknologi MARA
9 PUBLICATIONS   6 CITATIONS    9 PUBLICATIONS   6 CITATIONS   

SEE PROFILE SEE PROFILE

All content following this page was uploaded by Shahazwan bin Mat Yusoff on 06 September 2021.

The user has requested enhancement of the downloaded file.

 5th International Conference on Teacher Learning and Development (ICTLD) 2021
03 - 05 August 2021

The Effectiveness of Using Google Classroom Applicationon the Teaching

Efficiency During Malaysia Movement Control Order Among Secondary
School Teachers
Shahazwan Mat Yusoff1*, Anwar Farhan Mohamad Marzaini2
1
SMK Damansara Damai 1, Petaling Jaya, Selangor, Malaysia
2
S.M.J.K Heng Ee, Georgetown, Pulau Pinang, Malaysia
*shahazwan92@gmail.com.my

Abstract
The Movement Control Order announcement mandated that universities and schools would be
closed at the beginning of March 2020. The Ministry of Education then issued a circular that
ordered all teaching and learning activities, which strangely also included online activities, to cease
with immediate effect. It changes the medium of teaching and learning as a way of delivering the
knowledge. Hence, teachers are required to use Google Classroom as the main platform to conduct
online teaching be it in primary or secondary schools. Google Classroom is an online connectivity
platform that allows teachers to post announcements, share learningmaterials, assign assignments,
and edit assignments. To master Google Classroom, users need to master other applications in its
system. This case study was conducted in order to delve into looking at the effectiveness of using
Google Classroom as a platform of online learning during Malaysia Movement Control Order
(MCO). This study also looks into the barriers that teachers need to face upon implementing an
online classroom by using Google Classroom platform. The mixed method approach used in this
case study was able to help in finding the answers of the research questions stated in this study.
The result showed that Google Classroom can become an effective tool for teaching and learning
via online platforms as it is able to be accessible, useful and instructional delivered and engaging
communication. Furthermore, the result based on the thematic analysis showed that the main
barriers that halt the process of using Google Classroom as the platform of online teaching and
learning is the students’ participation, limited internet access, limited devices and the adaptability.

Keywords: Google Classroom, Teaching Efficiency, Movement Control Order

1. Introduction
The COVID-19 pandemic has made universities and schools forced to switch from in-person
teaching to online learning. E-learning has been considered a new initiative in teaching and
learning to cope with this pandemic. The establishment of Google Classroom helps teachers and
learners in the teaching and learning process via online. The thought of making a suitable approach
to the teaching process in these obstacles is essential in improving the teaching efficiency.
According to Wan (2020), COVID-19 has shown a huge gap in digital divide among our students.
In order to learn online via this platform, students need to have the access to the platform and
guidance from adults, especially teachers. Redesigning the teaching and learning process as well
as teaching strategies through educational technology enables teachers to provide a vision for
education around the world.

173
Proceedings ICTLD 2021/e-ISBN 978-967-25529
 5th International Conference on Teacher Learning and Development (ICTLD) 2021
03 - 05 August 2021

The e-learning platform, Google Classroom helps teachers during the MCO. The demands
of the e-learning platform, Google Classroom, pleased during the MCO forced the school to be
shut down and the teaching and learning process in the classroom cannot be done and have to be
conducted via online. This study intended to look at the acceptance and barriers of using Google
Classroom application on the teaching efficiency during Malaysia MCO among secondary school
teachers. Malaysia's education system has undergone major changes that will change the teachers’
roles. Technology will increase the students' engagement in the classroom (Northey et al, 2015)
that helps the teachers in obtaining the learning objectives in the lesson (Bolkan, 2015).
Hence, Google Classroom provides a lot of advantages during the MCO which can benefit
all parties. Despite the fact that schools cannot operate normally, it allows teachers to use the new
platform that follows the trends internationally. Teachers are able to provide materials for the
teaching and learning process to the students via online although there is no face to face meeting
with the students. Students-centered also being tested at the moment for the students to do self-
learning on their own in cooperation with the new way of learning process. Cooperating with the
educational technologies in the teaching and learning process allows the students to be
personalized and independent (Graham, 2006).

2. Materials and methods

The use of educational apps in education has been widespread around the globe in this 21st century
learning. The educational apps have introduced a new generation of educational instruments that
allow creative use and instant access to abundance of resources (Dias L., & Victor A., 2017).
According to Mango (2015), the electronic device use and adoption shows that educational apps
have a positive impact on students’ engagement with learning. In addition, with the help of
numerous educational applications for distance education, the internet, teachers, and students
themselves, they realize the advantage of educational technology (Stošić & Stošić, 2015).
There was a research that tests on the three elements of app design that can afford this kind
of deep engagement in learning from Pasek, et al (2015). Their findings revealed that when each
touch or swipe is met with an instant response, children feel in control, maintain their focus, and
continue the interaction. Moreover, their study also revealed that children are highly motivated
both intrinsic and extrinsic when they learn in the structured system in the educational apps. On
the other hands, Calvert & Richards (2014) suggested that extra digital experiences have to
contemplate the idea that social interactions between children, between children and adults, and
even between on-screen characters like Elmo and viewers or users hasten interest andlearning.
Both of them agreed that high-quality social interaction can be a crucial element of learning,
especially for young learners.

2.1 Google classroom as a tool for teaching and learning

According to TechCrunch (2017), Google says the users of G Suite for Education have reached 70
Million and one of its remarkable G Suite for Education apps is Google Classroom. Google
classroom enables the teachers to generate and systematize assignments quickly, provide feedback
efficiently, and communicate with their classes with effortlessness (Mohd Shaharanee, Mohd Jamil
& Mohamad Rodzi, 2016). Based on Al-Maroof & Al-Emran (2018), GoogleClassroom can work
in a unidirectional manner as it can help the teachers’ strategies and styles

174
Proceedings ICTLD 2021/e-ISBN 978-967-25529
 5th International Conference on Teacher Learning and Development (ICTLD) 2021
03 - 05 August 2021

on one hand and students’ perception, understanding, and effective participation in diverse
classroom skills on the other hand.
There was a study done by DiCicco (2016) to investigate the effects of Google Classroom
towards the teaching of social studies for students with learning disabilities. To assess their
learning outcomes in both areas of knowledge of content and vocabulary words, the researcher has
exploited a single subject design with ABC phases. Students were taught with the traditional way
of using textbooks during the baseline. Apart from that, students were expected to complete several
tasks using Google Classroom every day for nine weeks and were evaluated by unit tests and
vocabulary quizzes using the Google Classroom during the intervention. The findings revealed
that all students’ vocabulary quiz scores were increased but limited in their content knowledge.
Teachers also reported that the easy use such as reuse the posts, their preference, increased
interaction between teacher and students, increased student writing and posting, and online playing
games, and locating appropriate links on their concurrence on Google Classroom. In addition,
according to Wijaya (2016) teachers can freely hand out a scientific assessment and provide an
independent assignment to the students. Also, once the students are ready to submit their
assignments, they will also be able to make changes before sending or submitting them.
Besides that, the study that purposely investigated the effectiveness of Google Classroom’s
active learning activities for data mining subjects under the Decision Sciences program was also
done by Mohd Shaharanee, Mohd Jamil & Mohamad Rodzi (2016). The findings showed that most
of the students were satisfied with the Google Classroom’s tool that was used in the class where
all percentages are higher than averages. The students reported that it is easy to submit assignments
using the Google Classroom’s features and the process is not complicated. Also, students strongly
agreed that in terms of usefulness of the Google Classroom, the feedback givenby the lecturer is
beneficial. Throughout using the Google Classroom, students also said that it helps them to
communicate and interact with their lecturer using integrated apps which is Gmail in the Google
Classroom and this is also supported by Al-Emran & Malik (2016). Integrated apps that like Gmail
built in the Google Classroom helps the students and teachers to communicate better inside and
outside of the classroom. When the students are having problems or have done their assignments
and need their teacher’s feedback, they can simply drop the question on the mail button that links
to Gmail. Or, the teacher also can keep students engaged with question-driven discussion where
the students or teachers can post the questions to their class section and allow students to have
discussions by responding to each other’s answers. Thus,this will help better communication and
interaction between students and teachers.

2.2 Methods
The targeted population for this research is secondary school teachers who have used Google
Classroom during MCO to deliver the teaching and learning process. A total of 50 secondary
school teachers were randomly selected to answer the questionnaire and 10 teachers were further
selected to take part in the interview.
The instrument that researcher used in this study is a questionnaire that contains three
sections which are Section A, Section B, and Section C. This questionnaire is a combination of
two different previous questionnaires that researchers have adapted and adopted from Shaharanee,
Jamil, & Rodzi (2016) and Davidson, Richardson, & Jones (2014). The questionnaire consists of
three parts, which are Part A, Part B, and Part C. Part A is thedemographic profile of the
respondents. The second section of the questionnaire is Part B, examine the effectiveness of using
Google Classroom adapted and adopted from Shaharanee,
175
Proceedings ICTLD 2021/e-ISBN 978-967-25529
 5th International Conference on Teacher Learning and Development (ICTLD) 2021
03 - 05 August 2021

Jamil, & Rodzi (2016). There are five-point Likert Scale (Scale 1) that has been used to assign a
numerical value to respond to this survey such as (5) strongly agree, (4) agree, (3) undecided, (2)
disagree and (1) strongly disagree. To rate this section, the researchers have stated 24 items that
reflect the effectiveness of using Google Classroom. In this section, effectiveness of usingGoogle
Classroom is divided into four (4) categories. It is illustrated by Perceived Ease of access (5),
Perceived Usefulness (7), Perceived Instruction Delivery (6), and Perceived Communication and
Interaction (5).
Last but not least, Section C is focused for the interview part to answer the second research
question on the barriers in using Google Classroom application on teaching English efficiency
adapted from Davidson, Richardson, & Jones (2014). In this interview, there are five questions
that need to be answered by the respondents. In this section, the barriers in using Google Classroom
application on the teaching efficiency during Malaysia Movement Control Order are divided by
two categories. It is derived by Google Classroom Integration during the MCO periods (2) and
barriers of using Google Classroom during the MCO periods (3). The thematic analysis is used to
analyze this section and Section C of the research is very vital as it will lead in determining the
issues raised on the subject matter approach in the research.

3. Results and discussion

The results of the study are the excerpts from the SPSS analysis and thematic analysis of the
questionnaires. This is the basis for the discussion on the effectiveness of using Google
Classroom application on the teaching efficiency during MCO.

3.1 The Effectiveness of Google Classroom

Table 1: Mean value for each component of Ease of Access

Factor Components Mean
Signing on to the Google Classroom 3.20
Accessing course materials 4.04
Ease of Sending and receiving the assignment 3.70
access
Submitting assignment 3.76
Navigating the system 3.84
Easy to understand the system 3.50

Based on Table 1 above, all the scores show the above average with the highest mean is
accessing course materials with a mean of 4.04. Respondents agreed that using Google Classroom
during the MCO makes them to be able to get the course materials included theslides, notes,
etc. Next, the lowest mean value goes to the component of signing on to the Google Classroom
with mean value of 3.20. The respondents disagreed that it is easy to sign on to the Google
Classroom as compared to other variables. Hence, the teachers should pay more attentionand help
their students to use a given MOE email address to sign into the Google Classroom so that the
teaching and learning process via online can be smooth.

176
Proceedings ICTLD 2021/e-ISBN 978-967-25529
 5th International Conference on Teacher Learning and Development (ICTLD) 2021
03 - 05 August 2021

Table 2: Mean value for each component of Perceived Usefulness

Factor Components Mean
The quality of the learning activity was excellent. 3.34
Google classroom is an excellent medium for social interaction 3.36
(teacher vs students and students vs student).
Perceived Google Classroom helps students to submit assignments on 3.66
time.
Usefulness The course activities helped students to examine issues, to 3.70
evaluate new ideas, and to apply what they have learned.
The feedback provided by the teacher can be useful. 3.66
The grading system in Google classroom helps in monitoring 3.34
the students’ performance and understanding the current topic
discussed.
The subject objective, assessment, and content were consistent 3.32
with the aid of Google Classroom.

Based on Table 2, all scores show above average with the highest mean is component the
course activities helped students to examine issues, to evaluate new ideas, and to apply what they
have learned with a mean of 3.70. The respondents agreed that the use of Google Classroom
improves their students in analyzing and critically evaluate ideas, arguments, and point of view by
relying on the course activities uploaded in the Google Classroom by the teachers. Next, the lowest
mean value goes to the component the subject objective, assessment, and content were consistent
with the aid of Google Classroom with mean value of 3.32. The result shows that the respondents
disagreed that subject objective, assessment, and content were consistent with the aid of Google
Classroom is useful compared to other variables.

Table 3:Respondents’ Perceived Instruction Delivery

Factor Components Mean
I can provide clear instructions on how to participate in course 3.56
learning activities.
I can clearly communicate important due dates/time frames for 3.58
learning activities.
Instruction I can communicate important course topics. 3.80
Delivery I can help keep the course participants on task 3.68
I can provide feedback that allowed students to better 3.64
understand the content of the course.
I can provide clear instructions on how to participate in course 3.72
learning activities.

Table 3 shows all scores are above average with the highest mean is component I can
communicate important course topic with a mean value of 3.80. Respondents strongly agree that
in perceive of instruction delivery they are able to clearly converse the vital topic with the help
of Google Classroom. Next, the lowest mean value goes to I can provide clear instructions on how
to participate in course learning activities with a mean value of 3.56. This indicates that the
respondents disagreed that they could deliver clear instructions for the students to partake in the

177
Proceedings ICTLD 2021/e-ISBN 978-967-25529
 5th International Conference on Teacher Learning and Development (ICTLD) 2021
03 - 05 August 2021

class activities. Therefore, the alternative ways should be indicated to deliver clear instructions for
the students before the activities take place.

Table 4: Respondents’ Perceived Communication and Interaction

Factor Components Mean
I felt comfortable conversing through this medium for this 3.60
activity
Communicati I can help to keep course participants engaged and 3.68
on participating in productive discussion.
and
Interaction I felt comfortable interacting with other participants in this 3.62
activity.
I am enthusiastic about teaching and explaining via the Google 3.68
Classroom.
I am friendly, approachable, and could be easily contacted. 3.84

Based on Table 4, all scores also show above average with the highest mean is the
component I am friendly, approachable, and could be easily contacted with mean value 3.84. This
signifies that the respondents strongly agree that they are reachable whenever the students need
them via Google Classroom. Next, the lowest mean goes to the component I felt comfortable
conversing through this medium for this activity with a mean value of 3.60. This shows that the
respondents strongly disagreed that they are content in communicating through Google Classroom
for the class activity. Hence, teachers should come up with the medium that best fits their
preferences in communicating in the online teaching.

3.2 The Barriers of Using Google Classroom on the Teaching Efficiency During Malaysia MCO
This study also is employed to study on the barriers of using Google Classroom as an online
learning platform based on the perspective of secondary school teachers. Thus, to answer the
second research questions, an interview was conducted to the participants in identifying the
barriers pertaining to using the Google Classroom. The result of the interview was analyzed
through thematic analysis. There are four categories that appeared in the findings that enabled the
researcher to analyze the data on the barriers of using Google Classroom application during the
Malaysian Movement Control Order. The four (4) categories that indicates in the findings areas
follows:

● Students’ Participation
● Limited Internet Access
● Limited Devices
● Adaptability

a) Students’ Participation
One of the themes is “Students’ Participation”. The participants affirmed that students’
participation in online learning is very minimal compared to the physical class learning. This
makes them hard to ensure that all the students to follow the lesson.
“Students rarely complete all of the homework that I have sent inside of the Google
Classroom”.
178
Proceedings ICTLD 2021/e-ISBN 978-967-25529
 5th International Conference on Teacher Learning and Development (ICTLD) 2021
03 - 05 August 2021

(Teacher 1)
“Whenever I conducted an online learning through Google Classroom, there was a
minimum attendance especially from the back classes”.
(Teacher 2)
“I found that most of my students just log in to the Google Classroom, by physically there
are not joining the session”.
(Teacher 3)
b) Limited Internet Access
Furthermore, there is also a theme pertaining to “Limited Internet Access”. Participants responded
by saying that most of their students are having a problem towards retrieving the internet access
hence making them hard to participate in the online learning.
“The students claimed that their internet sources were limited making them hard to look
and log in to the Google Classroom”.
(Teacher 4)
“Some of my students said that their internet connection is so slow. This making them
hard to download any materials given by the teachers”.
(Teacher 5)
“There are also students who live in the rural area. Sometimes their internet connection
lost during the online learning process”.
(Teacher 6)

c) Limited Devices
There are also participants posited that there is a “Limited Devices” to be used by the students.
Some of the students do not have a handy device like mobile phones or laptop because some of
them are coming from a different socioeconomic background. Thus, to be ready with all of the
devices that are suitable for online learning might be taking some time for some of the students.
“I found that most of my students even shared the devices with their brothers”.
(Teacher 7)
“Students claimed that they do not have a suitable device like phone or laptop at all to
log in to the Google Classroom”.
(Teacher 8)

d) Adaptability
In another aspect, the other barriers that are claimed by the participants is “Adaptability”.Teachers
find it is hard for them to adapt and adopt to the new norm of using online learning platforms.
Some of the participants claimed that they do not know how to solve the problem pertaining to
ICT and technology. These barriers have impeded the process of teaching and learning to be
utilized effectively with the students.
“I took some of the time for me to adapt to the new norm of teaching and learning
especially to share the screen to the students”.
(Teacher 9)
“Sometimes there was a glitch and technical error while I conduct the online learning
and that took a lot of time for me to get it done. When it is done, I do not have an ample
time anymore to conduct the lesson”.
(Teacher 10)

179
Proceedings ICTLD 2021/e-ISBN 978-967-25529
 5th International Conference on Teacher Learning and Development (ICTLD) 2021
03 - 05 August 2021

4. Conclusion
All the two objectives ruled out in this study were met based on the data from the questionnaire
and interview session. The first research objective was to find out the effectiveness of Google
Classroom platform based on the perceptions of respondents. To determine the effectiveness level
of the Google Classroom, the 4 criteria (Perceived Ease of Access, Perceived Usefulness,
Perceived Instruction Delivery, Perceived Communication, and Interaction Activity) have been
used to measure the effectiveness of Google Classroom as the online platform for teaching and
learning. The data tabulated has shown a high level of mean score that indicates the high level of
effectiveness. From this point of view, it can be shown that Google Classroom can become an
effective tool for teaching and learning via online platforms as it is able to be accessible, useful
and instructional delivered and engaging communication.
Furthermore, this case study is also intended to seek for the barriers of using Google
Classroom based on the perspectives of teachers as the main stakeholders. According to the
thematic analysis above, the main barriers that halt the process of using Google Classroom as the
platform of online teaching and learning is the Students’ Participation, Limited Internet Access,
Limited Devices and Adaptability. It can be noted that students’ participation is hard to engage in
online learning. Hence, this has given an implication to the stakeholders in looking into this matter
to engage the students to join the online learning so that the knowledge delivery can be fully
utilized to all students. According to Vonderwell & Zachariah (2005), learner participation is an
essential element for active and engaged learning. In this perspective learners may adopt new
personas and may not feel obligated or pressured to participate in online communication when they
do not see each other. This is also supported by Rossing, Miller, Cecil, & Stamper (2012) by
affirming that students’ participation provides the opportunity to receive input from fellow
students, to apply their knowledge and to enhance public speaking skills. From the
Participation of teachers can get a more accurate idea of the understanding level of students about
the concept being taught.
Not only that, Fahmalatif et al, (2021) also found that limited internet access also hinders
the teaching and learning process via online especially in using the Google Classroom. Learners
noted that they have limited quota and yet to join the Google Meet or any other video conferencing
platform required lots of data. By the time their internet data has reached its quota, they are unable
to join the online class. Since the respondents reported that there is limited access as one of the
barriers in online learning, Gillett-Swan (2017) affirms that limited devices hinder the teaching
and learning process using the online platform. This will give great challenge to the
underprivileged, sub-urban or students who are residing in rural area may find trouble to attend the
online class as they are not having proper devices. Last but not least, Adaptability is one of the
barriers of using Google Classroom as an online learning platform. Alim et al, (2019) through
their research found that, adaptability is one of the issues and challenges in using this platform. If
the students and teachers could not adapt of imparting this platform, it will surely give exhaustion
of having adaptability and thus halt the teaching and learning process via online. Hence, this matter
must be investigated in a deeper manner where there is a need of thestakeholders to improve the
teaching and learning via online especially using the Google Classroom.

180
Proceedings ICTLD 2021/e-ISBN 978-967-25529
 5th International Conference on Teacher Learning and Development (ICTLD) 2021
03 - 05 August 2021

References
[1] Al-Emran, M., & Malik, S. I. (2016). The impact of google apps at work: Higher
educational perspective. Int. J. Interact. Mob. Technol., 10(4), 85-88.
[2] Alim, N., Linda, W., Gunawan, F., & Saad, M. S. M. (2019). The effectiveness of Google
classroom as an instructional media: A case of state islamic institute of Kendari, Indonesia.
Humanities & Social Sciences Reviews, 7(2), 240-246.
[3] Bolkan, S. (2015). Intellectually stimulating students' intrinsic motivation: The mediating
influence of affective learning and student engagement. Communication Reports, 28(2), 80-
91.
[4] Davidson, L. Y. J., Richardson, M., & Jones, D. (2014). Teachers' Perspective on Using
Technology as an Instructional Tool. Research in Higher Education Journal, 24.
[5] Dias, L., & Victor, A. (2017). Teaching and learning with mobile devices in the 21st
century digital world: Benefits and challenges. European Journal of Multidisciplinary
Studies, 2(5), 339-344.
[6] DiCicco, K. M. (2016). The effects of Google Classroom on teaching social studies for
students with learning disabilities.
[7] Fahmalatif, F., Purwanto, A., Siswanto, E., & Ardiyanto, J. (2021). Exploring Barriers and
Solutions of Online Learning During the Covid-19 Pandemic By Vocational School
Teachers. Journal of Industrial Engineering & Management Research, 2(2), 53-63.
[8] Gillett-Swan, J. (2017). The challenges of online learning: Supporting and engaging the
isolated learner. Journal of Learning Design, 10(1), 20-30.
[9] Graham, C. R. (2006). Blended learning systems. The handbook of blended learning:
Global perspectives, local designs, 1, 3-21.
[10] Hirsh-Pasek, K., Zosh, J. M., Golinkoff, R. M., Gray, J. H., Robb, M. B., & Kaufman, J.
(2015). Putting education in “educational” apps: Lessons from the science of
learning. Psychological Science in the Public Interest, 16(1), 3-34.
[11] Lardinois, F. (Jan 24th, 2017) (Techcrunch). Google says its G Suite for education now has
70m users. Retrieved from: https://techcrunchcom/2017/01/24/google-says-its-g-suite-for-
educationnow-has-70m-users
[12] Mango, O. (2015). iPad use and student engagement in the classroom. Turkish Online
Journal of Educational Technology-TOJET, 14(1), 53-57.
[13] Mohd Shaharanee, I. N., Jamil, J., & Mohamad Rodzi, S. S. (2017). The application of
Google Classroom as a tool for teaching and learning. Journal of Telecommunication,
Electronic and Computer Engineering, 8(10), 5-8.
[14] Northey, G., Bucic, T., Chylinski, M., & Govind, R. (2015). Increasing student
engagement using asynchronous learning. Journal of Marketing Education, 37(3), 171-
180.
[15] Rossing, J. P., Miller, W., Cecil, A. K., & Stamper, S. E. (2012). iLearning: The future of
higher education? Student perceptions on learning with mobile tablets.
[16] Stošić, L., & Stošić, I. (2015). Perceptions of teachers regarding the implementation of the
internet in education. Computers in Human Behavior, 53, 462-468.
[17] Vonderwell, S., & Zachariah, S. (2005). Factors that influence participation in online
learning. Journal of Research on Technology in education, 38(2), 213-230.
[18] Wan, Y. S. (2020). Copyright© 2020 by IDEAS. All rights reserved. First published in
October 2020.

181
Proceedings ICTLD 2021/e-ISBN 978-967-25529

View publication stats