The Satisfaction Rate of Selected STEM-1 Students on the Google

Classroom Platform as a Learning Tool: A Baseline for Intervention

A RESEARCH PAPER

Presented to
The Faculty of
Iligan Computer Institute
Iligan City

In Partial Fulfillment
of the Requirements for the Subject
Practical Research 2

Anera A. Adiong
Jemboy Candar
Luis Gostavo A. Piquit
Reham D. Acmad
Ryan A. Shielkalbi
Shynrose Mae M. Bandingon

September 20,2021
 Chapter 1
PROBLEM AND ITS SCOPE

1. Background of related study

Google Classroom is to offer a platform of blended learning in school of (ICI) Iligan

Computer institute. Google Classroom is a free tool that allows students and teachers to

interact, collaborate, organize, and generate assignments without the use of paper. Google

Classroom is a digital tool that is only available to Google Apps for Education subscribers

(GAFE). This is a free collection of collaboration tools that includes web applications such as

Google Docs, Google Drive, Gmail, and more. These web tools are available to all Google Apps

for education (GAFE) account holders. Google Classroom can be used at any grade level

(basic, post-basic, and tertiary), but it is dependent on the teachers' and students' ability to use

it (Bell, 2015). Therefore, Google Classroom can be defined as a digital tool that allows students

to participate in online classes. Without meeting face to face.

This study focuses on the Satisfaction Rate of Selected STEM-1 Students in Iligan

Computer Institute (ICI) on the Google Classroom Platform as a Learning Tool. One of the

reasons why we conduct this research is to know the students' perspective on satisfaction by

using Google classroom as their new learning tool. Due to Google classroom's inherent

advantages, the Institute’s top management has decided to implement it as a complementary

system to the Institute’s e-learning platform.

The use of technology has changed our daily lives. To update ourselves to follow

these changes, educators have to learn new technology and programs available to support

students and encourage their learning in different ways. Technology-based instruction provides
an opportunity for students to learn and practice in a visual and virtual environment (Bonk, 2009;

Davidson & Goldberg, 2009).

Google is a popular Web 2.0 tools that offers a lot of interesting facilities and

applications. It, like many other Web 2.0 tools, has potential for teaching and learning because

of its unique built-in functions that offer pedagogical, social and technological affordances

(Wang, Q., & Woo, H.L. 2012).

Social presence provides an environment for this connectedness and group

cohesion to develop. In turn, teaching presence has been found to be significantly correlated

with student persistence due to its effect on social presence (Joo, Y. J., Lim, K. Y., and Kim, E.

K;. 2011) Factors leading to attrition are complex, they all pointed to the lack of social and

academic integration as primary factors. Academic integration, student satisfaction in intellectual

development, is less dependent on the form of communication when compared with social

integration. From the literature review, it was found that Google classroom is needed in teaching

and learning especially when involving computer lab learning activities such as making

observations; posing questions; examining books and other sources of information to see what

is already known; planning investigations; reviewing what is already known, using tools

(computer software) to analyze the data and interpret data; proposing answers, explanations,

and predictions; and communicating the results.

Moreover, GC caters to the participation of larger and more diverse groups of

students when compared to traditional classrooms. It can be particularly useful to engage

introverted students who may be reluctant to participate in the traditional setting. The virtual

classroom provides a platform for all learners to participate equally in the teaching and learning

process. The GC also helps teachers to disseminate learning materials and academic related
information directly to students as a whole instead of having to rely on emailing individually.

Students get timely e-learning materials which will help them to improve their e-learning

experiences (Alim et al., 2019).

Moreover, the GC provides a platform for the convenience of learning when

individual students cannot attend class due to unavoidable circumstances. The Google

Classroom allows them the opportunity to access the posted materials and notes at any time,

regardless of their unique situations. Despite the efficiency of Google Classroom in teaching

and learning, my search of literature revealed some of the challenges encountered by students

while navigating the e-classroom; non-personalized user-interface, lack of communication with

peers, privacy for assignments, and lack of reliable internet facilities at home (Kumar et al.,

2020).

Similarly, teachers also face difficulties in receiving feedback from students when

security lapses allow anonymous students to join and disrupt the class by accessing secure

codes. This can intimidate certain users from engaging in open, honest dialogue. Additionally,

students may use Google Classroom as more of a social networking site than an e-learning

platform (Joshi, 2019)

In this research, we investigate key factors that affect students’ satisfaction with

the Google Classroom in a blended-learning course and investigate the possible relation

between students’ satisfaction and future intention of using learning management system. In

order to attain this goal, we developed a research instrument, consisting on the following

dimensions: Computer anxiety, Technology experience, Personal innovativeness, User

satisfaction, Continuous intention to LMS use and Intention to pure Learning management

system use. The rest of this paper explain the method and research design use of the research
to determine The Satisfaction Rate of Selected STEM-1 Students on the Google Classroom

Platform as a Learning Tool: A Baseline for Intervention this may include the objectives of the

study to find out the role of satisfaction on students’ academic performance and to investigate or

analyze the satisfaction of the selected students as mention STEM-1 of the Google classroom

as a learning tool.

2. Objectives of the Study

Google classroom is a Learning Management System (LMS) offered by Google for

teachers. This application provides a central location to communicate with students, ask

questions, and make assignments. In an increasingly digital world, Google classroom helps

facilitate online learning for digital learners today. In this study it aims that Google Classroom

would be effective in improving Students access and attentiveness towards learning, knowledge

and skills gained through Google Classroom makes Students to be active learners, as a Digital

Tool, or should it provides meaningful feedback to both Students and Parents. In this study the

researcher want to know the satisfaction rate of Selected STEM-1 Students on the Google

Classroom Platform as a Learning Tool: A Baseline for Intervention

Specifically it aims to:

1. To determine if students are satisfied using Google Classroom Platform as a Learning

Tool: A Baseline for Intervention, it may aim the following.

  To determine Satisfaction Rate of STEM-1 students on Google Classroom as a

digital tool influences good performance on academics.

 To determine the satisfaction rate among selected students using Google

classroom as a learning tool.

2. To determine the satisfaction rate among selected STEM-1 students of ICI on Google

classroom as a learning tool; a baseline for intervention, it may aim the following:

 ease of access

 perceived usefulness

 communication and interaction

 students satisfaction

3. To determine the satisfaction rate of selected STEM-1 on Google classroom based on

Gender.

3. Statement of the problem

Nowadays since the Pandemic has begun online class is one of the learning methods

that has been implemented by the government. One of the digital tools that use in a study is a

Google classroom. These collaboration-friendly tools have revolutionized the way we

communicate, work together, and store information online. For teachers and students, the

education-friendly platform Google Classroom brings the benefits of paperless sharing,

assessment, and digital collaboration to classrooms. This application provides a central location

to communicate with students, ask questions, and make assignments. In an increasingly digital

world, Google classroom helps facilitate online learning for digital learners today. In this

research, since Google Classroom is widely used as a learning tool, researchers want to know

the satisfaction rate of STEM-1 students on the Google Classroom Platform as a Learning Tool:

A Baseline for Intervention. Do STEM-1 students satisfy GC as a learning tool or must

preferably using other learning tools or methods.

 4. Theoretical Framework

Online classes have become more in demand during Covid-19 pandemic, as students

and teachers alike look for avenues to carry on with their some education, as well as achieve a

semblance of normalcy during these troubling times. Knowledge of new technologies is

becoming more and more fundamental every day. The teaching and learning environment is

embracing a number of innovations and some of these involve the use of technology through

blended learning. Google Classroom is a modern teaching tool to improve teaching methods

and helps communicate with the students fast and easy. It is a free online service developed by

Google for schools, so that teachers can easily create, distribute, and grade assignments in a

paperless way. Research shows that blended learning had higher average scores than non-

blended learning environments (Kenney et al., 2011).

The use of Google Classroom in teaching and learning promotes higher-order thinking

skills and the development of problem solving skills which are more desirable in the computer

age. It makes the learning experience more efficient, and both teachers and students will be

able to face each other. Classwork materials can be posted to accommodate distinctions in the

rate of thinking and differences in student learning styles. In the modern world, there are many

similar platforms that promise to deliver success and help schools with education, Google has

many great (and free) applications that combine Google Classroom. Whether the class takes

place completely online, this is a great resource to save paper, help students get questions

answered, and to even promote discussions outside of the real classroom.

There have been lots of research papers that are related to an e-learning, online or

blending learning, the number of research papers that focuses on Google classroom as a
means of learning are still limited, though. One of the most recent studies by [4] who make use

of a unified theory of acceptance and use of technology model to investigate the main factors

that affect the implementation of Google Class- room in specific courses. Over the course of the

last decade, many changes have occurred that promote and support teachers to adopt

technology in education. The study of Martin, F and Parker, M. A. (2014) states that many

online courses are offered; at the same time faculties are adopting synchronous virtual

classrooms that enable them to interact with students in real time. The Virtual classroom, a

synchronous form of e-learning has been embraced by many organizations in their attempt to

promote workforce learning while trying to cut travel time and costs associated with face to face

instructor-led training. ( Xanthoula, A 2015).

The recent addition of virtual classroom is Google Classroom which is learning

management system for schools that aims to simplify creating, distributing and grading

assignments. It was officially introduced as a feature of Google Apps for Education in

August,2014. The purpose of this study is to report the overall view of Google classroom

adopted in different English Literature classes by linking Roger’s theory of diffusion of

innovation. The paper finds out what are the factors for adopting Classroom, how the teacher

use it, what works best and its' effectiveness and limitationsmany teachers have used common

online platforms such as Moodle (e.g. Adas & Bakir, 2013; Ginosyan & Tuzlukova, 2015; Lien,

2015), Edmodo (e.g. Shams-Abadi, Ahmadi & Mehrdad, 2015; Charoenwet & Christensen,

2016; Purnawarman, Susilawati & Sundayana, 2016), and Facebook (e.g. Barrot, 2016;

Rodliyah, 2016; Sulisworo et al., 2016) as their virtual classrooms

 5. Scope and Delimitations of the Study

This research will be conducted upon selected STEM-1 students of Iligan Computer

Institute (ICI) located in Brgy. Poblacion Iligan City regarding The Satisfaction Rate of Selected

STEM-1 Students on the Google Classroom Platform as a Learning Tool: A Baseline for

Intervention. The researcher wants to gather data upon the satisfactory rate of selected STEM-1

students on how satisfied they are using Google Classroom as a digital tool for the study. The

researcher distributed Google form surveys via messenger. Before the conducted survey,

researchers give information, and discuss clearly among the selected students about what the

survey is about, to avoid misconduct and misunderstanding of the topic. Data will be collected

from 30 STEM-1 students of the said school. Furthermore the data was collected after

researchers gave the form among the target number population of the said study. In addition to

this the study does not include any or not related review/answers to the said topic or any

strategies to simplify the study.

6. Significance of the Study

The popularity of Google Classroom is increasing day by day; however, there are

limited studies which have explored the effectiveness of the tool. The results of the study can

provide evidence to the administrators, teachers, and educationists of the effectiveness of

Google Classroom

Students- access and attentiveness towards learning, knowledge and skills gained through

Google Classroom makes Students to be active learners, as a Digital Tool, it provides

meaningful feedback to both Students and Parents.

Parents -can easily access. Parents can add the Google Calendar to their phone / computer.

Assignments show up based on their due date making it easy to see what's coming up.

Teachers -“digitally post” assignments, without an extra step. Teacher's the ability to

differentiate assignments, include videos and web pages into lessons, and create collaborative

group assignments. Through Classroom, teachers are easily able to differentiate instruction for

learners.

Researcher - This study will be a functional reference to those who would plan to make any

related study regarding the given research topic/title.

 CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

The said study was conducted by STEM 1 the study was focused on The Satisfaction

Rate of Selected STEM-1 Students on the Google Classroom Platform as a Learning Tool: A

Baseline for Intervention. The researcher put untiring effort to complete the said study.

Moreover, the whole chapter was completed through the help of an online survey, by giving a

questionnaire using Google forms. This required submitting a form which described the nature

and methodology of the study, as well as how the study would address potential ethical

issues .We did not seek exempt status since our study included student data beyond their in-

class performance. In STEM 1, researchers do data gathering techniques and use tools and

instruments to make the study useful and can be used by the next generation. The researcher

made the study to gather informative data that may help the other researchers, readers,

teachers, students, as well as in the government.

2.1 Google Classroom

2.1.1 The definition of Google classroom
Google Classroom is a learning management system (LMS) that aims to simplify

creating, distributing, and grading assignments and engaging students in learning online or

remotely. Google Classroom is a free application designed to help students and teachers

communicate, collaborate, organize and manage assignments, go paperless, and much more! It

was introduced as a feature of Google Apps for Education following its public release on August

12, 2014. This is the only application that Google has developed specifically for students and

teachers, and they want it to be your go-to assignment manager for Google Drive and beyond.
Assignment creation and distribution is accomplished through Google Drive while Gmail is used

to provide classroom communication(Beal, 2017) Students can be invited to classrooms through

the institution’s database through a private code that can then be added in the student interface

or automatically imported from a School Information Management System.

2.1.2 How it works

Google Classroom integrates with students’ and teachers’ Google Calendars. Each

class created with Google Classroom creates a separate folder in the respective Google service

where the student can submit work to be graded by a teacher. Communication through Gmail

allows teachers to make announcements and ask questions to their students in each of their

classes. Teachers can add students directly from the Google Apps directory or can provide a

code that can be entered for access to the class by students. In contrast to Google’s regular

services, Google Classroom does not show any ads in its interface for students, faculty, and

teachers, and user data is not scanned or used for advertising purposes. Type of

Learning: Allows for streamlined feedback and online collaboration. Boosts the social learning

aspect of online education, enabling learners to benefit from the experience and skills of their

peers. Allows teacher to design digital team based learning activities. Ease of Use: Quick and

convenient set up, easy to log in, easy to receive and turn in assignments. Accessibility: Allows

for the use of screen readers for low vision users. Google classroom Mobile app works with

Voice Over on iOS and Talk Back on Android. Access: Tool is accessible from all computers,

mobile phones, and tablets. Google Classroom & the SAMR Model Dr. Ruben

Puentedura’s offers a lens for examining how technology is adopted in a classroom. As you

strive to incorporate online tools into your classroom, we encourage you to use this model as an

analytic tool. Since Google Classroom is an LMS that integrates Google Apps for Education, It

will tie in Google Docs, Google Slides and other Google apps along with other Grading tools

(exclusive to Google classroom only). Here are some examples of how using multiple Google
Apps that might fit within the SAMR model: Substitution: Use Google Docs to write a report

(instead of writing with pencil and paper),Google sheets to prove the concept of shared

workspace and live updating, Use Google Calendar for due dates, events outside the

classroom, and other important “chronological data.” Augmentation: Track when students turn-

in work, highlight student exemplars: An announcement in Google Classroom can attach

student exemplars from the assignment folder in Google Drive. Modification: Create your self-

grading assessment using Google Forms. Students could use the results to create new learning

goals. Create classroom groups based on readiness, interest, reading level, or other factors for

teaching and learning. Google Docs to share documents and work collaboratively on writing

projects. Google Draw to draw collaboratively. Redefinition: Invite a Googler into your class to

do a guest lecture through Video Chat on the importance of science. Or invite a grandparent

who lives in another state to read to the class during story time. Far too often, technology is

used as a direct substitute for other low-tech tools (e.g., pencil and paper). While substitution

has some benefits (e.g., students develop their technology skills and knowledge), we encourage

you to think about how you might use Google Classroom to modify or redefine learning. .

(Izenstark, A., & Leahy, K. L. 2015)

2.1.3. features of Google classroom

Learning Activities for Teachers it works on the same lesson plan at the same time

with a colleague using Google Docs. Store your lesson plans in your school’s shared Google

Drive so that anyone at your school can find and access them. Create a folder for your grade

level to share resources. For Students in Math -Model mathematics with Google Drawing:

Collaboratively create virtual manipulations, such as Algebra Tiles, in a Google Drawing.

Distribute Google Drawings for students to build on. Collaborative reasoning: Prior to providing

students the algorithm for solving a problem, students can use a collaborative Google

Document or Slides presentation to reason out possible solutions to a problem. Attach a

document in Google Classroom as “Students can edit file.” Provide peer tutoring: Students in

upper grades can tutor and support students in lower grades through the creation of a Google

Classroom class for this purpose. In Science it Create a Discussion on Specific Topic: In Google

Classroom, you have a stream that appears by default when you login to your class. This

stream can be utilized to collect student opinions by creating discussion topics and new posts.

Weather/environment lab. Science classes can connect with one or more classes in another

city, state, province or country and gather data about the weather or environment around them.

Log it in a Google Spreadsheet with a page for each location. Compare and contrast the world

around you. In Reading. Weekly reading record: The students in the school usually have a

reading diary that they use to record information about times that they read during the week.

They take it home as well as using it at school. A form can be created by the children as a place

to enter data about their reading. We hear “I haven’t got my reading diary,” so many times

during the year, this way they have no excuses and can access it from any computer.

Alternatively a class form could also be set up to gather together everyone’s record. Writing,

Student collaboration on writing projects: Google Classroom doesn’t only support using e-

portfolios, but with the power of Google Docs, the students can also work together in new ways

on Google Docs. Spelling Tests: For your weekly spelling test use simple 1-10 or 1-20

numbered Google Form with a name question and ask the children to type in their answers as

you read out the list of words. Once these are submitted apply formula to judge if they are

correct or not and it becomes self-marking. Other like E-Portfolio: As the platform is based on

Google Drive for uploading documents and assignments, it can also serve as a digital portfolio

for students. Both teachers and students can create folders and documents that can be shared

between each other. If the students work in groups, they can create their own shared folder.

This way the group's work will be available to all the members of the group, even if one or more

are absent. As everything happens in the cloud, everything can be done asynchronously.

Response to Intervention: Different Google Classrooms can be created for students to join
based on student needs. Students needing additional support or students needing additional

challenges can join a Google Classroom class around intervention of a particular topic. (Adjunct,

Brown, M.E., Hocutt, D.L., & Manager, W.. 2015).

2.1.4 Benefits of Google classroom

There is number of benefits that LMS systems can offer to the teacher and to the

student as well, but the key issue is still students acceptance, how different possibilities of LMS

reflects the student needs and how student evaluate different LMS element usage. The level of

computer literacy among the students' generation differs, even among same generations but

different studies as well. Thus the evaluation of LMS benefits and the level of LMS

acceptance are very important and not easy to evaluate. Thus the task for the instructor is

not simple, to blend different elements of LMS system to improve communication with the

student, to fit the key pedagogical issues and curriculum goals, and students' computer literacy

level as well. LMSs posse numerous benefits for teaching and learning and can be used in

different ways. Some researches stress that LMS enable faculty to change their attention from

content-based learning to process-based learning (D. Vogel, J. Klassen;.2005). “LMS helps to

facilitate change from passive to active learning [8], has thepotentialto increase student

enrolment (M. B. Nunes, M. McPherson ;. 2005) and promotes interaction between students

and faculty members” (S. Lonn, S. D. Teasley;.2009& R. E. West, G. Waddoups, C. R.

Graham ;.2007)

The learning process is not a simple task, nor for teacher nor for student, and

technology should be enabler and not a barrier, as indicated by Beetham(H. Beetham;.2005) . A

vital role in education plays technology, and it changes very fast pace (R. Ferguson,T.

Coughlan;.2019). Move to a new LMS, and learning a new system often present difficulties for

teachers and students as well (E. W. Black, D. Beck, K. Dawson, S. Jinks, M. DiPietro;.2005).

Some researchers suggest that social networks provide many possibilities for learning, while
students use them constantly and get use to communication via social networks. One of the

best examples is Facebook which can be used for learning by its group as a LMS tool

to share information and materials with students, to organize classes and to foster discussion

among students and professors (Q. Wang;.2012). Facebook and social media contribute to the

development of collaborative learning which at the same time present a distraction to students

(B. A. Alshorman, A. K. Bawaneh;.2008). Google Classroom is a tool that enables professors to

organize lectures and assignments quickly and to communicate with students more effectively

and more easily (I. N. M. Shaharanee,2007)

2.2 The effectiveness of Google classroom

2.2.1 How it help
Google Classroom is a new tool introduced in Google Apps for Education in 2014.

This classroom facilitates the teachers to create and organize assignments quickly, provide

feedback efficiently, and communicate with their classes with ease. Current traditional method

of teaching is teacher-centered learning where lecturers use visual aids in the form of

presentation slides, whiteboard and visualizer. Learning activities in the computer lab involve

four major types of practical works: exercises, experiences, demonstrations and investigations.

Therefore, the current traditional method is not practical to be employed in computer lab

teaching.(Baal;.2015) Google classroom is useful in helping in the teaching and learning

process, as its ease of use they will intend to use when needs arise. The teachers' uphill tasks

are to make students aware of its use in the future workplace, as well as to ensure students'

confidence that it is easy to use. Google classroom can be elevated to become a

pedagogical/cognitive tool to help in changing the focus of the classroom from one that is

teacher-centered and controlled to one that is learner-centered and open to inquiry, dialogue,

and creative thinking on the part of learners as active participants. Traditional instruction is

defined as instruction that is not supplemented with the use of computer software. Using Google

classroom also promotes higher order thinking skills, promotes the development of problem
solving skills and supports “what if…” type questions which are more desirable in this computer

age. In relation to the online environment, social integration is related to feelings of social

connectedness and group cohesion (Zydney, J. M., and Seo:, 2012).

Technology serves as an available tool for students to explore their learning

experience with their fingertips touching on the computer screen, or moving a mouse to click. It

helps students build a bridge to connect their reading text to the simulated real world situation

presented visually by the computer programs. It engages learners in various activities and helps

their learning beyond the basic information (Gil-Garcia & Cinton, 2002). Technology can help

students who learn differently, reach their goals. It has become an important part of the current

students’ lives, thus integrating technology into social studies instruction will encourage their 4

learning in a way they are motivated (Fredricks, Blumenfeld & Paris, 2004). Various computer

programs are available in school such as Google Classroom, a program for teachers and

students to create, distribute and grade assignments paperlessly (Mersand, S. 2014); Brain pop,

another program with animated movies, quizzes and related materials; Inspiration software, a

program to help students organize their ideas; PowerPoint, popular for electronic presentations;

Web quests, a search tool for students to find information on topics; You-tube, presenting

videos online to share images with others; online encyclopedia serving as a dictionary for many

subjects; Kahoot, an authorized program for teachers to create games by asking questions on

any topic and sharing with students to play on a computer and Quizlet, a free website providing

tools for students such as flashcards and games to help students study. Google Classroom is a

program for teachers to create a digital classroom for students to communicate with their

teachers and peers (Phan, 2015).

It is a free application that integrates e-mails and documents to save into storages.

Teachers can upload files, videos, links, announcements and assignments for students to

retrieve and view. Document files can be edited in class and shared with peers to learn
collaborative skills. When students complete an assignment, they can submit by posting on the

teacher’s board or on the classroom board. This program can be accessed using any device at

any place, which is convenient for both teacher and students. Google platform allows learners to

chat and discuss topics learned in class, and teachers to view student discussion, and post

comments. Different assignments can be posted such as video segments, PowerPoint

presentations, documents and webquests. In reviewing research articles, few studies have been

found regarding technology based instruction in social studies, especially the particular

program, Google Classroom. This study attempts to evaluate Google Classroom in teaching

social studies for students with learning disabilities. Significance of the Study The use of

technology has changed our daily lives. To update ourselves to follow these changes, educators

have to learn new technology and programs available to support students and encourage their

learning in different ways. Technology-based instruction provides an opportunity for students to

learn and practice in a visual and virtual environment (Bonk, 2009; Davidson & Goldberg,

2009).

The suspension of physical classes in all the institutions and schools worldwide

accelerated the acceptance of digital technology in an attempt to replace the traditional teaching

and learning style (Korkmaz & Toraman, 2020). The exponential surge in the pandemics’

spread forced educators to shift from face to face didactic instructions to online learning

modalities overnight (Dhawan,2020; Sehran,2020).Thus, in a relatively short period of time,

COVID-19 became the catalyst for educational institutions ongoing search for innovations. The

traditional in-person classroom learning was supplanted by new learning modalities; from

textbook oriented instructions to television-based remote learning augmented with

asynchronous and synchronous online learning tools from the Google Classroom (GC). Such an

emergency response was a Alim, Linda, Gunawan, & Saad (2019) and Azhar & Iqbal (2018)

also suggested that ICT integrated teaching and learning promotes collaboration, imparts active
learning and individualized learning experiences through the use of digital resources. Thus, an

adoption of Google Classroom will enhance the quality of teaching and learning, resulting in

globally competent learners.

Among the variety of e-learning tools is the Google Suite for Education. It is one of the

powerful web 2.0 tools effective for teaching and learning. It includes Google App tools like

Drive, Gmail, Docs, Forms, Sheets and Slides (Bhat, Raju, Bikramjit, & D’souza, 2018). All

these tools can be worked simultaneously in the Google Classroom to facilitate online learning.

The Google Classroom was initially launched in 2014 (Azhar & Iqbal, 2018), It has been

experimentally demonstrated that Google classrooms have inconsequential effects on teaching

and learning strategies, but it helps to facilitate the documentation and basic class management

(Azhar & Iqbal, 2018). They employed a qualitative technique to study the perceptions of 12

higher educators who implemented Google Classroom for at least one semester. This method

attempted to unearth only the perceptions of the educator not the learners. It is equally

important to determine the learners’ perceptions about the effectiveness of these tools as they

are the end users. More recently, Khali, Abdelrahman, Basher, & Chauhan (2017), conducted a

study on the impact of the Google Classroom on the teaching efficacy of pre-teachers. The

researcher employed an experimental design where the control group was taught in the

traditional style while the experimental group studied using the GC. The result revealed a

significant difference between the control and experimental group. Their findings demonstrated

that the Google Classroom method of teaching college students significantly improved their

academic achievement, planning, executions and evaluation when compared to traditional

approaches of teaching and learning.

Another research study was conducted by Iftekhar (2016) at Daffodil International

University which focused on teachers’ and students’ perceptions of using the GC. Generally,

teachers use GC when it is required by the university. The use of GC creates stronger
interaction between teacher and students, while students believe that this platform is helpful

since they can easily access the learning materials and learning is more convenient as it breaks

spatial and temporal confinement of traditional classroom. The inevitable transition to online

learning transcends the old pedagogical teaching and learning environment to a new innovative

ubiquitous learning environment (Cope, n.d.). Thus, online learning delivered through innovative

digital tools create The GC tools presents a compelling option for the education process as it

demonstrates significant improvements for both students and teachers. Studies have shown

that GC is a particularly potent tool among higher education learners. Moreover, based on this

study, it can be construed that the knowledge and skills acquired with implementing GC is

preferable over the conventional lecture-based instruction (Mafa, 2018).

Similar, previous findings have demonstrated the significant impact of using Google

Classroom as an e-learning toolkit when compared with traditional methods of learning (Bhat et

al., 2018) The GC also facilitates effective, paperless online collaboration between students and

teachers. Teachers can generate online discussions or post various online learning activities

with ease. Students also have an opportunity to give feedback or seek clarification regarding the

particular topics with their virtual classmates and teachers (Alim et al., 2019). Moreover, GC

caters to the participation of larger and more diverse groups of students when compared to

traditional classrooms. It can be particularly useful to engage introverted students who may be

reluctant to participate in the traditional setting. The virtual classroom provides a platform for all

learners to participate equally in the teaching and learning process. The GC also helps teachers

to disseminate learning materials and academic related information directly to students as a

whole instead of having to rely on emailing individually. Students get timely e-learning materials

which will help them to improve their e-learning experiences (Alim et al., 2019).

Moreover, the GC provides a platform for the convenience of learning when individual

students cannot attend class due to unavoidable circumstances. The Google Classroom allows
them the opportunity to access the posted materials and notes at any time, regardless of their

unique situations. Despite the efficiency of Google Classroom in teaching and learning, my

search of literature revealed some of the challenges encountered by students while navigating

the e-classroom; non-personalized user-interface, lack of communication with peers, privacy for

assignments, and lack of reliable internet facilities at home (Kumar et al., 2020). Similarly,

teachers also face difficulties in receiving feedback from students when security lapses allow

anonymous students to join and disrupt the class by accessing secure codes. This can

intimidate certain users from engaging in open, honest dialogue. Additionally, students may use

Google Classroom as more of a social networking site than an e-learning platform (Joshi, 2019)

2.2.2 The Benefits and the limitation

The benefits and limitations Google Classroom has copious facilities which are

beneficial for its users. A few of them are user friendly, cost free, cell phone friendly, and time

saving. Using Google Classroom is really easy. Based on Janzen (2014), "Google Classroom’s

design purposefully simplifies the instructional interface and options used for delivering and

tracking assignments; communication with the entire course or individuals is also simplified

through announcements, email, and push notifications". Using Google Classroom does not

need any cost. It is free for anyone. Although users have an institutional Google Account, they

still can use it for free. Anyone can use Google classroom on any mobile device as long as

there is internet connection, because it is designed to be fast response. Janzen (2014) also

states that "mobile access to learning materials that are attractive and easy to interact with is

critical in today’s web connected learning environments". By using Google Classroom both

teacher and student can save their time.

3. Conceptual Framework

In this section this will show the conceptual paradigm to present the figure of the study:

Figure 1. The Satisfaction Rate of Selected STEM-1 Students on the Google Classroom

Platform as a Learning Tool: A Baseline for Intervention

 A review of the literature examined the rationale and benefits of Google

Classroom as tool for online learning and critical issues contributing to the effectiveness

and quality of the app in online learning environments, pertaining to learning theories

and pedagogies associated with online learning, online instructional design, online

communication, online instructor and online students. The examination of students’ and

instructors’ experiences and perceptions of online teaching and learning assisted in

gaining insights into the overall effectiveness of the app online Google Classroom.

4. Research Hypothesis

In the present study, the ICI is adopted for measuring the students’ acceptance of

Google classroom platform as a technology in their daily academic lesson. Furthermore, the

satisfaction of STEM-1 students using Google Classroom Platform as a learning tool; a Baseline

for Intervention. In this respect, it provides a solid background for the effectiveness of a new

technology. Besides, it also suggests that when students are exposed to a new technology,

many factors can influence their acceptance decision. Based on that, we are interested in

testing the following hypotheses:

H : There is a significant difference between the satisfactory analysis of male and female in
01

Google classroom as a learning tool.

Table 1

A previous research shows that at least 16 -26 out of 30 respondents are satisfied using Google

Classroom as a learning tool. The researcher wishes to find out if the research is true. The

researcher conducted another survey to see if there any significance difference between the

previous research and the present, it being conducted in the same respondents and same

target number.
 Null and Alternative Hypothesis in words Null and Alternative Hypothesis in

symbol

H : 16-26 out of 30 respondents is satisfied using

0 H0: μ1 = 16-26
Google Classroom as a learning tool.

H : it’s not 16-26 out of 30 respondent is satisfied

a H0: μ1 ≠ 16-26
Using Google Classroom as a learning
Tool.

Table 2

In 30 STEM-1 respondents assumed half of it were girls and half of it were boys. The

researcher wants to get at least 90% of girls and 85 % of boys to be satisfied Using

Google classroom as a learning tool; a baseline for intervention out of 100% in both

male and female .

Null and Alternative Hypothesis in words Null and Alternative Hypothesis in

symbol

H : 90% of girls and 85 % of boys would

0 H0: μ1 = 100%
satisfied Using Google classroom as a learning
tool; a baseline for intervention in difference
of 100% in total both male and female .

H : 90% of girls and 85 % of boys would

a H0: μ1 ≠ 100%
satisfied Using Google classroom as a learning
tool; a baseline for intervention in difference
of 100% in total both male and female .

5. Definition of Terms

The following terms were defined according to how they are being used in the study;
Student Satisfaction- In this research, it refers to the satisfaction shown in the study

resulting from an evaluation of students' educational experience, services and facilities.

Google Classroom- In this study, it's defined as a learning tool of Iligan Computer

Institute students who were based on digital learning.

Online Class- In this research, It is defined as an environment created through use of a

learning management system that allows students and teachers to connect.

Learning tool- refers to any program, app, or technology that can be accessed via an internet

connection and enhances a teacher's ability to present information and a student's ability to

access that information in this study in Iligan Computer Institute.

Baseline for intervention- It refers to a tool of measurement of the behavior taken before

interventions are started.

Satisfaction rate- It is the ability of the overall percentage of how satisfied the STEM-1 of

Iligan Computer Institute (ICI)Iligan city respondents are with our products and services.

Learning Management System (LMS)- In this research ,it is defined as a learning

management system . The learning management system concept emerged directly from e-

Learning.

Online Learning- In this study, it refer to learning conducted partly or wholly over

the Internet. Furthermore, this study refers to the satisfaction rate of Selected STEM-1 students

in experiencing online learning in studying at Iligan Computer Institute.

 Chapter 3

Research Design and Methodology

This chapter presents the method which is used for collecting data in this research. This chapter

will discuss the research design, including research method and design, population and sample,

data collection technique, and data analysis technique.

1. Research Design

This research was designed to identify students’ responses on the use of Google

Classroom as a learning tool among selected STEM-1 students at Iligan Computer

Institute.This study descriptive research design is defined as a research method that

describes the characteristics of the population that is being studied. As was used where data

was collected from the respondents at one point in a time. This design always focuses more

on the what of the research subject rather than the why of the research subject (Babbie,

1990). on Arikunto (2006), in quantitative research, according to its name many are required to

use numbers, ranging from data collection, interpretation of the data, and appearance of the

results. Quantitative research is very strictly applying the principles of objectivity. The objectivity
is obtained, among others, through the use of instruments that are tested for validity and

reliability.

This research specifically used survey research. Survey research provides a

quantitative or numeric description of trends, attitudes, or opinions of a population by studying a

sample of that population (Creswell, 2009). The purpose of the survey is to explain the

characteristics of a population. In essence, what the researcher wants to discover was how

members of a population were distributed themselves on a variable or more (for example: age,

ethnicity, religion, attitude toward school).

2. Sample and setting

 The researcher will select the respondents which are the Senior High school

STEM students by doing a random sampling among the population of Senior high school in

Iligan Computer Institute. There are thirty (30) respondents who were the researchers chosen in

Iligan Computer ICI -ANNEX 1,Aguinaldo St, Brgy. Poblacion, Iligan City, 9200, Lanao del

Norte. The information that will be gathered from the respondents can obtain to discover their

situation. iIligan Computer Institute is a technical school in the Mindanao. Moreover, the

researchers decided upon conducting the research in iligan computer institute,Brgy. Poblacion,

Iligan City, 9200, Lanao del Norte. The respondents of this study are fthirty (30) randomly

selected STEM student in iligan computer institute,Brgy. Poblacion, Iligan City, 9200, Lanao del

Norte.

The materials that are used as corpora are owned by the researcher including the

criteria that have been used in conducting the survey. This criteria was chosen to gather data

and information from the participants easily, and they may also know what to do before

answering the questions and shading statements given to them. Consequently, before giving

the questionnaire and survey by the form of likert scale the criteria was implemented properly

and approved by the members of this research and the instructor.

3. Research instrument

Instrument is a tool chosen and used by the researcher in conducting its activities to

collect the data, so that the activity becomes systematic and easy (Arikunto, 2006). This part

explains about instruments that the researcher used to collect data. In this research, the

researcher used a questionnaire in a form of Google Form as the instrument to find the result of

the study. Here, students’ responses would be measured by questionnaire as the research

instrument Google form was made through the help of the internet by accessing files to create
questionnaires that would be used to conduct the study. Researchers send links to selected

STEM-1 students and by clicking the link they may access the questionnaire that has been

prepared by the researchers. The contents of the questionnaires were Ease of Access (5

statements), Perceived Usefulness (5 statements), Communication and Interaction (7

statements), and Students’ Satisfaction (8 statements). The answers to each item used a Likert

scale. Each item of the questionnaires had levels from very positive to very negative.

Respondents answered these questions using the following 5-point scale as follows. The Likert

Scale for Positive Statements Likert Scale Score Strongly agree 5 Agree 4 Neutral 3 Disagree 2

Strongly Disagree 1 The higher the number that the students indicate, the more satisfy the

students with Google Classroom; thus, the results show that Google Classroom is useful and

efficient as an active learning tools.

4. Data Gathering

The data gathered upon the few steps;

First step is we allot our time, efforts and cooperation in developing questionnaires

with explicit words so as to serve to its intended respondents. The survey being implemented

was done using suitable questions modified from related research and individual questions

formed by the researchers. In the questionnaire, most of them are constructed and are matrix

questions which the respondents are able to respond with ease. After our adviser has approved

the questions to ask, questions are asked to 30 students taking the STEM strand in the school

Iligan Computer Institute. The participants had also allotted their valuable time answering the

questions that we asked. The data gathered from this researched instrument were collected and

organized according to the answers responded by the participants. Along with these

questionnaires as primary data, we also made use of secondary resources which are in the form

of published articles to support the results of the survey.

 Second step is searching of the Subjects. Started by identifying the individuals if

they are appropriate to the study. The respondents are randomly selected . With the

respondents, all were assessed whether the respondents qualify the inclusion criteria or not in

the exclusion criteria. Once the respondents are determined to qualify as a respondent of the

study, they are given information about the study purpose, its significance, and its expected

outcome. Upon the affirmation of interest to join the study, the subjects signed the consent and

are oriented about the study. Orientation of the respondents discussed the purpose of the study

and the significance of the study. During the orientation, questions, confusions, reactions, duties

and responsibilities and the expectations of the respondents will be addressed.

5.Data Analysis

The questionnaire used in this research took 25 items of Shaharanee et.al (2016). The

first part was designed to collect information of the respondents, such as name, age, gender,

email, grade, block and student strand. Those are only general personal information for

respondents to fill in the questionnaire. This questionnaire is presented by clicking the item

(Strongly disagree, disagree, neutral, agree, strongly agree). The variables will be measured in

a 5-point Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree). In quantitative

research, there are two methods to analyze data (descriptive statistics and inferential statistics).

Descriptive statistics are statistics used to analyze data by describing data that has been

collected, as it is without intending to make conclusions that apply in general or generalization.

Inferential statistics are statistical techniques used to analyze sample data and the results are

applied to the population. In addition, these statistics are well suited to use when samples are

drawn from a well-defined population and samples are collected randomly. Sugiyono (2012)

stated, generally sampling technique is done by 25 random data collection techniques using the

instrument of quantitative research methods, quantitative data analysis or statistics aims to test

the hypothesis that has been established. This research method has the design of a quantitative
method because the research data is in the form of numbers and data analysis using statistics.

The steps in analyzing the data in this study were as follows.

1. Reviewing online learning, Google Classroom and learning media. Shaharanee et.al (2016)

questionnaire was chosen as the instrument.

2. Checking one by one item in the questionnaire to make sure that it was easy to understand

the meaning.

3. Distributing 25 items questionnaire to 30 selected STEM-1 students of Iligan Computer

Institute (ICI) Batch 2021-2022

4. After collecting all data, the results are automatically analyzed by Google form itself to

analyze the data from the questionnaire into statistical packages. It automatically gives the

result using likert scale.

5. The main findings can be analyzed by looking at the whole average score from the highest to

the lowest result. High score indicates that respondents are satisfy with Google Classroom;

therefore, it shows that it is useful and efficient as an active learning tools. Low score indicates

that respondents are not satisfy and interested to Google Classroom.

Range Agreement Clarification

5 Strongly agree Satisfied

4 Agree

3 Neutral Neutral

2 Disagree Dissatisfied
1 Strongly disagree
 Chapter IV

Presentation, Analysis, and Interpretation of Data

This chapter presents results from the data gathered and interpreted after

performing the experimentation process. Discussion and thorough analysis of the results are

also reflected. The results consist of students’ responses on the use of Google Classroom

based on Shaharanee et.al (2016) questionnaire which are categorized into four parts; ease of

access, perceived usefulness, communication and interaction, and students’ satisfaction.

Additionally, a chart was also presented to give detailed explanations.

Figure 1. Ease of access

Google classrooms help us to communicate more efficiently. Compared to

other LMS (Learning Management Systems) that have been popular over the past decade,

Google Classroom is amazingly simple. Setting up a new classroom doesn't take much time
 or expertise. In the figure shown above, researchers intend to determine the ease of access

among selected STEM-1 students on Google classroom as a learning tool. Quick and

convenient set up, easy to log in, easy to receive and turn in assignments. Figure 1 above

shows the total percentage of students who have easy or uneasy accessibility of Google

classroom as a learning tool. (See. Table 1 ease of access)

Table 1. Ease of access (total percentage)

Strongly disagree Neutral Agree Strongly

disagree Agree

Figure 1. Ease of
5.994% 15.318 37.296 29.304 11.32%
access
% % %

The table above shows the total tally of random selected STEM-1 students on ease of

access of Google classroom as a learning platform. After gathering the data among random

STEM 1 students in Iligan computer Institute, the results of the survey were calculated upon the

given parts of the questionnaire as mentioned (ease of access). Among 30 respondents,

researcher found out that 5.994% who strongly disagree and 15.318% who disagree or basically

not satisfied in terms of ease of access of Google Classroom while 37.296% take in an attitude

scale neutral states that the respondent have neither a positive response nor a negative

response, but undecided denotes a state of confusion of the respondent. Whereas, 29.304%

among random STEM-1 students who agree and 11.32 % of students who strongly agree or

very satisfied with their ease of access to Google Classroom.

 Figure 2: Perceived Usefulness

Google classrooms can work in a unidirectional process as it can serve the teachers’

strategies and styles on one hand and students’ perception, understanding, and effective

participation in different classroom skills on the other hand. The figures above show the total

percentage among selected students on the perceived usefulness of Google classroom. The

acceptance of Google classroom is affected by different factors. Some of them are still not

clearly specified and discussed in previous research; therefore, they need further investigation.

Based on the previous assumption, this study is an attempt to examine the factors that affect

the students’ acceptance of Google classroom among STEM-1 student of Iligan Computer

Institute .The results of the study prove that both the perceived ease of use (PEOU) and

perceived usefulness (PU) positively influence the behavioral intention, which in turn influence

the actual usage of Google classrooms. The results of the survey helps the decision makers of

the higher educational institutions to have a better understanding of the effectiveness of using

Google classroom by their students. It is assumed that it helps in measuring the level of
students’ acceptance to the previously mentioned technology. (see. Table 2; Perceived of

Usefulness {total percentage})

Table 2: Perceived Usefulness (total percentage)

Strongly disagre Neutral Agree Strongly

disagree e Agree

Figure 2. Perceived
1.998% 9.324% 35.964 34.632 17.16%
Usefulness
% %

The table 2 above is the result of the second part of the survey questionnaire which is perceived

usefulness. After the data gathered and calculated/tallied, the tables reveal that 1.998% among

STEM-1 students strongly disagree and 9.324% who disagree with the perceived usefulness of

Google classroom as a learning tool. They are those students who are not satisfied or found out

that Google Classroom is not really useful. But, 34.632% of students agree and 17.16% of

students strongly agree which is a greater number to those students who are not satisfied with

the usefulness of Google classroom in their studies. The 34.632% and 17.16% are those

students who see the usefulness of Google classroom in their academics. While 35.964% of

students are still undecided or maybe agree or disagree on the positive and negative sides.

Figure 3: Communication and Interaction

In addition to assigning and grading work, Google Classroom allows you to communicate

with students via email. It's also possible for parents and guardians to receive email summaries

to keep them informed of current and upcoming events. These collaboration-friendly tools have

revolutionized the way we communicate, work together, and store information online. For

teachers and students, the education-friendly platform Google Classroom brings the benefits
of paperless sharing, assessment, and digital collaboration to classrooms.(see. Table 3:

communication and interaction)

Table 3: communication and interaction (total percentage)

Strongly disagre Neutral Agree Strongly

disagree e Agree

Figure 3. communication and

5.76% 8.64% 31.68 39.84 14.4%
interaction
% %

Communication thus helps understand people better removing misunderstanding and creating

clarity of thoughts and expression. It also educates people. It bridges the gap between

individuals and groups through flow of information and understanding between them. Table 3:

communication and interaction shows the total percentage from the (figure 3: communication

and interaction) if the STEM-1 student is satisfied with the communication and interaction in the

Google classroom. In the result of the survey, researchers found out that 5.76% of students in

Iligan Computer Institute strongly disagree and 8.64 % disagree while 31.68% of them are

undecided or their decisions are satisfied or not. Whereas, 39.84% agreed or were satisfied and

14.4 % strongly agree or very satisfied. They are those students among randomly selected

STEM-1 students who are satisfied with the communication and interaction in Google classroom

as a learning tool; a baseline for intervention.

Figure 4: Student satisfaction

Embrace the importance of student satisfaction in higher education. Not only does it improve

performance, it also promotes your student population's mental health and stability, which are

conducive to both short-term learning goals and long-term character building and social

inclusion.

Table 4: Student satisfaction (total percentage)

Strongly disagre Neutral Agree Strongly

disagree e Agree

Figure 4. students
 satisfaction 2.52% 5.88% 34.86 41.58 13.44%

% %

Knowing the satisfaction rate among STEM-1 students in Google Classroom

platform as a learning tool is important. The table 4. Above (see also. Figure 4. Students

satisfaction) shows the results of satisfaction rate among STEM-1 students of Iligan Computer

Institute, Iligan City. In the survey questionnaire the 4 parts are about student satisfaction that

consist of eight (8) statements. After the data gathered and collected, the result of the survey

clearly states that 2.52% of students strongly disagree and 5.88% of them disagree while

34.86% are neutral and 41.58% of them agree and 13.44% strongly agree. The result of the

survey or table 4. Above show concluded that the satisfaction rate of STEM- 1 students using

Google Classroom as a learning tool is higher than those who are not satisfied, which is 2.52%

and 5.88% only.

Table 6: Gender Base (Satisfaction Rate on Google classroom as learning

tool; a baseline for Intervention
Strongly disagre Neutral Agree Strongly

disagree e Agree

Male (16) 5.75% 11.75% 31.5% 37.75% 12%

Female(14 1.999% 9.143% 34.258 36.571 18.256%

) % %

The results indicate that the Student Satisfaction Survey Forms used were a valid

measure of student satisfaction. They also show that students were satisfied with all

components, although the level of satisfaction varied according to gender. In the table above,
table 6; gender base (satisfaction rate on Google classroom as a learning tool; a baseline for

intervention) the researcher wants to find out the satisfaction rate of STEM-1 students based on

their gender. There are 16 male STEM-1 respondents and 14 female respondents. As the data

gathered and collected the table shows that 5.75% of male respondents strongly disagree and

11. 71 % disagree while there are 31.5% of them neutral in their decision and 37.75 % agree

and 12% strongly agree which is a higher rate than those Male respondents who disagrees or

merely dissatisfied Google classroom as their learning tools for study. Whereas, in the Female

respondents 1.999% and 9.143% dissatisfied 34.258% neutral and 36.571% agree and 18.

256% strongly agree or basically satisfied. As the table shows, it clearly states that even if the

number of Female respondents are lower than the male respondents, the percentage rate of

female respondents is higher compared to the satisfaction rate of male respondents.

Figure 7: Total percentage of satisfaction rate of selected STEM-1 student on

Google Classroom as a learning tool: a baseline for intervention
Strongly disagre Neutral Agree Strongly

disagree e Agree

Figure 7: satisfaction rate of

selected STEM-1 student on Google 3.999% 9.199% 34.133 41.066 13.999%

Classroom as a learning tool: a
% %
baseline for intervention

https://docs.google.com/forms/d/1JKqQ6juiplWQUdtE9JHMImfbAR1u_NXUrBGUAL78YGc/
edit#responses

The goal of this study is to determine the satisfaction rate of students on Google

classroom. Figure 7 above is the total percentage of satisfaction rate of selected STEM-1

students in Google Classroom as a learning tool: a baseline for intervention. Based on the data

collected from respected STEM-1 respondents of Iligan Computer Institute of technology, Iligan

City. The data gathered to support the study, as it were collected- the table above shows that
3.999% of total population regarding the said topic strongly disagree and 9.199% disagree while

there are 34.133% of them neutral with their decision 41.066 % of the total number population

agree and 131.999% strongly agree. Base on the result of the study, the total percentage of

satisfaction rate of selected STEM-1 student on Google Classroom as a learning tool: a

baseline for intervention are higher than those who dissatisfied which has 3.999% and 9.199 %

whereas, there are 41.066% and 13.999% satisfied on Google classroom as learning tool for

their studies.
 Chapter V

Summary of findings, Conclusion and recommendations:

This chapter contains the summary of findings, conclusion and recommendation

3.7 Summary of findings

1. Profile of the respondent

The study discloses that in terms of gender the total number of respondents 53.333%

are male and 46.666% are female in the same grade level, strand, section and school.

The survey also reveals that in 53.333% male respondents 37.75% and 12% of them satisfied in

the use of Google classroom as a learning tool; a baseline for intervention while 5.75% and

11.75% of them dissatisfied. Whereas, of 46.666% female respondents only 1.999% and

9.123% dissatisfied which is lower rate than the total rate of male respondents who also

dissatisfied the use of Google classroom as a learning tool. 36.571% and 18.256% of female

respondents highly satisfied while 34.258% are neutral with their satisfaction rate.

2.Perceived ease of use positively influences the perceived usefulness of Google classroom.

The study reveals that 34.632% and 17.16% of the total population of STEM-1

students at Iligan Computer Institute, Iligan city has positively influenced the perceived

usefulness of Google classroom. Henceforth, the survey revealed that Google classroom is

being useful for the STEM-1 students as a learning tool for their studies and a baseline for

intervention.
3.Perceived ease of use positively influences the behavioral intention to use Google classroom.

The study revealed that there is no need to use Google Docs to create behaviour

contracts for students which can be shared and tracked through Classroom. Utilize a Classroom

for behaviour intervention lessons which can be shared with all teachers to use as the need

arises with students. Track student behaviour through Google Forms or Sheets. Use a new tab

for each student, and colour code tabs for students who need behaviour interventions. Create a

Functional Behaviour Assessment Classroom for students with behaviour problems. Post

announcements, manage the FBA process, create documents and permit other members to

edit, make comments download, etc. and create a Google Form for use in student observations

for Functional Behaviour Assessments. As the study revealed the behavioural intention to use

Google Classroom perceived ease of use positively influenced.

4. Behavioral intention to use influences the actual use of Google classroom.

Study reveals that the actual use of Google Classroom of 30 respondents STEM-1

students of ICI (Iligan computer Institute) influences a good Behavioral intention.

5. Satisfaction Rate of STEM-1 students on Google Classroom ease of access ,perceived

usefulness,communication and interaction students satisfaction.

strongly disagree neutral agree strongly

disagree agree

ease of access 5.999% 15.318% 31.291% 29.304% 11.32%

perceived usefulness 1.998% 9.324% 35.964% 34.632% 17.16%

communication and 5.76% 8.64% 31.964% 39.84% 14.4%

interaction

student satisfaction 2.52% 5.88% 34.86% 41.585 13.44%

6. Satisfaction Rate of STEM-1 students on Google Classroom as a digital tool influences good

performance on academics.

The study reveals among random Grade 12 STEM-1 respondents of ICI- Iligan,

Lanao Del Norte that the use of Google classroom as a digital tool gives good performance on

their academics as Google classroom gives better features and easy access like submitting

assignments, activities and etc .Study also reveals that students developed a group feeling

in such a classroom setup. Students also felt that learning through the Google

classroom was not boring and it was not a waste of time.

3.8 Conclusion and recommendation

A Baseline for Intervention, the satisfaction rate of chosen STEM-1 students with

the Google Classroom Platform as a Learning Tool. It's also effective, reliable, and efficient at

increasing students' access to and attention to learning. Students become engaged learners

after participating in Google Classroom activities. With Google Classroom's online exams,

students can quickly track their progress. Parents may easily and at their leisure examine and

monitor their children's performance and progress. They've all discovered that Google

Classroom makes teaching and learning easier. Poor network connectivity, on the other hand,

Poor network circumstances, on the other hand, prevent students from using Google Classroom

effectively, causing them to submit their work late. As a result, with the present global COVID-19

pandemic, restricted movement, and social isolation, it is recommended that students and

professors use Google Classroom to interact, collaborate, make assignments, evaluate

students, and upload lecture notes. Students can also ask inquiries about any topics that they

are unclear about. Additionally, with the expanding number of undergraduates, particularly in the

Faculty of Education, Google Classroom makes it simple to keep track of students' records.

Students' records of the assessments they took part in Managing students' records is simple
with Google Classroom; students' records about online exams are simply accessible and

retrievable; and difficulties with missing grades may be easily resolved by referring to the

students' account. Students are not confined to what they are taught with online quizzes and

assignments; they can research other resources about the topic through online channels,

resulting in a deeper grasp of the topic addressed in class. Teachers can use Google

Classroom to track students who skip assessments or submit them late, allowing them to use it

as an additional form of communication with their students. Teachers can use Google

Classroom as an additional means of connecting with their students to supplement face-to-face

teaching and learning by conveniently tracking students who skip assessments or submit their

evaluations late. Students' engagement is hampered by a poor network.