GOOGLE CLASSROOM AS INSTRUCTIONAL TOOL: BENEFITS AND

CHALLENGES AS PERCEIVED BY THE BSED

SOCIAL STUDIES STUDENTS

KAREN KAYE C. COLIMBO

JESSA M. EJORCADAS

AN UNDERGRADUATE THESIS PROPOSAL SUBMITTED TO THE FACULTY OF

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

BACHELOR OF SECONDARY EDUCATION

(Social Studies)

MARCH 2022

CHAPTER 1
 THE PROBLEM AND ITS BACKGROUND

Introduction

The emergence of the Covid-19 pandemic has resulted in numerous changes in

people's lives and the community as a whole. According to WHO, Coronaviruses (CoV)

are a large family of viruses that cause illness ranging from the common cold to more

severe diseases. This virus was subsequently named the "COVID-19 virus". The fight

against its threats has received massive global attention on how to eradicate the continual

increase of growing infections (Guo et al., 2020). The sector of education has been one of

the worst impacted by the COVID-19 outbreak, which has spread around the world.

Schools have risen to the top of the list of most vulnerable places in terms of safety and

security ( De Villa, J. & Manalo, F., 2020). Because of the unprecedented occurrence of

the covid 19, The Department of Education's (DepEd) developed learning continuity plan

included the implementation of various modes of learning delivery such as distance

learning, blended learning, and homeschooling to ensure that learners continue to have

access to education despite the current situation. For most, especially in private

institutions, this situation paves the way for E-learning to replace the traditional

classroom method with online delivery using the internet and brings transformative

innovation to higher education. Being aware of the importance of technology in

education, Educators need to find ways to optimally use the available platforms to ensure

that the learning process is not disrupted. One of the popular online learning platforms is

Google Classroom, which has been used globally ( Zakaria et al., 2021).
 Google Classroom is a free tool for teachers and students to collaborate. Teachers

can set up an online classroom, invite students, and then create and distribute

assignments. While the school is still closed for face-to-face classes, this Platform may be

one solution for completing the teaching-learning process. Google Classroom allowed

virtual world engagement between a professor or instructor and students or pupils. (Liu &

Chuang, 2016). However, despite the vast benefits of using Google Classroom as an

Instructional tool, teachers and students have encountered numerous challenges and

difficulties in using it.

Thus, this study aims to determine the benefits and challenges of using Google

Classroom as an Instructional tool from the perspective of Social Studies students at

Southern Christian College. It also aims to determine if there is a significant difference in

the perception of the respondents on the benefits and challenges of using Google

classroom when they are grouped according to age, year, and sex. Since the beginning of

the pandemic, Southern Christian College has shifted to e-learning mode, making it

enjoyable to investigate the use of Google Classroom as their e-learning platform.

Statement of the Problem

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

Google Classroom as an instructional tool as perceived by the Social studies students of

Southern Christian College (SCC) in Academic Year 2022-2023.

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

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

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

perceived by the Social Studies students?

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

perceived by the Social Studies students?

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

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

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

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

and sex?

Objectives of the Study

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

respondents on the use of Google Classroom as an instructional tool.

Specifically, this study aims to:

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

2. determine the perception of the respondents on the benefits of Google

Classroom as an instructional tool,

3. determine the perception of the respondents on the challenges of Google

Classroom as an instructional tool,

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

on the benefits of Google Classroom as an instructional tool when they are

grouped according to age, sex, year, and

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

on the challenges of Google Classroom as an instructional tool when they

are grouped according to age, sex, and year.

Hypothesis of the Study

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

of Google Classroom in terms of age.

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

benefits of Google Classroom in terms of year.

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

of Google Classroom in terms of sex.

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

challenges of Google Classroom in terms of age.

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

challenges of Google Classroom in terms of year.

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

challenges of Google Classroom in terms of sex.

Significance of the Study

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

Christian College, and future researchers.

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

assess and reflect if they effectively learn using Google Classroom as an instructional

tool. Moreover, their challenges encountered will be made known to their instructors.

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

had faced in using Google Classroom as an instructional tool to understand the students

more. This study will aid them in developing a plan and teaching strategies on how to use

Google Classroom that will be most convenient for students and adjust to their needs and

respond to their challenges encountered.

Southern Christian College. This studywill helpadministrators and decision-

makers of Southern Christian College to evaluate if the use of Google Classroom

effectively delivers instruction amidst COVID 19 Pandemic or not. This will help them

plan and implement various strategies that the teachers can apply to effectively use

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

also enhance the school's overall performance.

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

researchers.

Scope and Limitation

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

Google Classroom as an instructional tool as perceived by all BSED Social Studies

students of Southern Christian College (SCC) in the Academic Year 2022-2023.

 CHAPTER 2

REVIEW OF RELATED LITERATURE

This chapter provides a review of related literature and studies and a theoretical

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

E-Learning and Google Classroom as an Instructional tool

With the advancement of information technologies, the twenty-first century saw a

shift in educational paradigms across higher education institutions. With ongoing

improvements in the quality and scope of e-learning content delivery, it is widely

accepted that online networks are used as learning platforms that are widely distributed,

more flexible, easily accessible, and, most importantly, always open ( Kumar et al.,

2021). Currently, in the grip of the COVID-19 pandemic, several educational activities

have been successfully halted globally. As a result, education has undergone dramatic

change, with the distinct rise of E-learning, in which teaching is conducted remotely and

on digital platforms (Li & Farah, 2020). Sakkir et al. (2021) state in their study, "E-

learning in COVID-19 Situation: Students' Perception," that learning through E-learning

media is one of the best- solutions during the COVID-19 pandemic. E-learning is an

abbreviation for Electronic Learning, a method of learning based on electronic devices.

Learning through technology or with the assistance of computer-based devices and

Internet e-learning provides students with the space and opportunities to learn creatively

and actively comprehend teaching material (Sakkir et al., 2020).

 Google Classroom is one of the popular e-learning platforms that has quickly

spread throughout the global education system. Google Classroom is an e-learning

platform that has appeared in 2014 (Luckerson, 2015). It is an interactive teaching tool

that combines the Google Docs text editor, Google Drive cloud storage, Gmail, and other

services to create an informatively rich educational environment ( Zuniga-Tonio, 2021).

According to Beal (2017), Google Classroom is an instructional tool that encourages

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

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

graded papers. Jaykumar (2018) stated that Google develops Google Classroom,

especially for schools, with the goal of simplifying the creation, distribution, and grading

of assignments in a paperless manner. According to Iftakhar (2016), Google Classroom is

classified as one of the best platforms to enhance teachers' workflow.It offers a number of

advantageous features that make it an excellent tool for teachers and students and makes

it one of the preferable online learning platforms to assist the teaching and learning

process. Google Classroom helps teachers save time, organize classes, and improve

communication with students. This instructional tool allows teachers and students to

work together ( Zuniga-Tonio, 2021).

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

Google Classroom in teaching and learning process," that there are a lot of activities we

can do with Google Classroom when the class is operated. One can create an

announcement, send notifications about course updates and attach files and class

materials. With Google Classroom, one can also create an assignment. According to

Saputri (2020), this is the most powerful feature in Google Classroom. The teacher can
upload projects for the student within due time to submit. To complete their task, the

student can also download materials uploaded by the teacher. Questions and posts can be

created and reused. If permitted by the teacher, students may create a problem to be

discussed with their teacher or other students. Important posts, such as announcements,

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

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

potential to contribute to the effective delivery of the teaching and learning process in the

New Normal. Google Classroom as an Instructional tool offers various benefits for both

educators and students. However, both teachers and students encountered several

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

Benefits and Challenges of Google Classroom as an Instructional Tool

Since 2015, Google Classroom has been widely regarded as a web-based learning

platform since it provides an excellent interactive platform for both teachers and students.

Several previous studies were conducted on the advantages and challenges of using

Google Classroom as a web-based platform for education (Alim et al., 2019; Beaumont,

2018; Blackmon,2017; Gilbert, 2015; Harjanto & Sumarni, 2019; Heggart & Yoo, 2018;

Iftakar, 2016; Zakaria et al., 2020).

Benefits of Google Classroom

Gilbert (2015) conducted research on students enrolled in an online American

History course at a high school in the United States. The research discovered that using

Google Classroom enhances the learning process, particularly the students, since it allows
them to work at their own pace based on their educational requirements. Learners were

able to manage and concentrate totally on work without interruptions, as they would in a

physical class, based on their ability.

Google Classroom also provides for a real-time question and answer exchanges

and the ability to schedule posts for later publication. Because it is a web-based learning

tool, Google Classroom is available at any time and from any location without limitation

(Heggart & Yoo, 2018). Since of its accessibility, students at the tertiary level of an

Australian higher education institution have been able to enjoy their learning process

more because it enables them to communicate their views more readily (Heggart & Yoo,

2018). Eventually, this would improve the overall quality of learning since the students

would feel more sure that their thoughts were heard and considered within a web-based

community.

Google Classroom also features a function that enables users to share resources

with one another. Beaumont (2018) did research in the United Kingdom (UK) and

discovered that the notion of sharing resources in Google Classroom fosters a feeling of

community within the class community. This web-based Platform is also readily

accessible and navigable through laptops and smartphones. It offers free collaborative

work chances with other Google tools such as documents, presentations, and calendars.

A research done on students at a higher education institution in Malaysia by

Zakaria et al. (2020) revealed that Google Classroom is highly beneficial for assignment

facilitation and enables systematic class management. Class management has become

more systematic since the information may now be categorized according to codes,
subjects, and classrooms. Consequently, since the materials are well-organized on Google

Classroom, the pupils found it simple to access them.

In the Philippines, Zuñiga-Tonio(2021) conducted a study to find out how useful

and popular Google Classroom is as a tool for flexible learning and teaching. There were

44 university students in the Catanduanes, Philippines, who participated in the survey.

Using the Technology Acceptance Model (TAM) to look at the data, the findings show

that Google Classroom helps students learn flexibly by making it easy to keep track of

tasks, assignments, projects, and announcements; keeping learning materials (like backup

files) safe; encouraging students to manage their time, and encouraging them to do well.

As an interactive educational tool, Google Classroom has the ability to help teachers and

students with flexible teaching and learning, as long as they get timely and responsive

help from their teachers.

Despite all the benefits of Google Classroom adoption, learners face a number of

challenges while using Google Classroom. This has been presented in a number of earlier

research.

Challenges of Google Classroom

Learners, particularly novices, struggle to get familiarized with the Google

Classroom interface. Some are unaware of the benefits provided by the web-based

Platform that might be beneficial to them. As a result, learners will need to devote more

time exploring and becoming familiarized with the Google Classroom interface (Iftakar,

2016).
 According to Blackmon (2017) and Zakaria et al. (2020), the learners made it

challenging due to a lack of face-to-face contact amongst their class communities. Some

students felt left out in the absence of an educator's direction, which made it difficult for

them to grasp, particularly at the beginning of the course. The most difficult challenge

that the students experienced was the educator's lateness or lack of reaction. Because of

this, they are faced with the question of whether their work has satisfied their teacher's

expectations. That was because Google Classroom lacks built-in facilities for analyzing

an individual learner's contribution or even a simple analysis of the types of contributions

made by each student in the class. Another issue that the students have to deal with is the

inaccessibility of the messages that are placed on the stream (a feature of Google

Classroom) (Zakaria et al., 2020). This is because the most recent announcements,

messages, comments, and conversations are always laid-out at the top of the page. Older

messages would be pushed lower down the communications stream with each new notice

uploaded. The learners also confront a number of difficulties, such as the fact that all

comments and messages are automatically sorted; as a result, it might be difficult for the

learners to hunt down specific remarks later on (Beaumont, 2018).

For some users, Google Classroom adds to their financial strains since it is a web-

based platform that necessitates a robust internet connection and innovative gadgets to

enjoy their e-learning experience (Iftakar, 2016; Alim et al., 2019; Harjanto & Sumarni,

2019; Zakaria et al., 2020). This has been an issue since some students cannot buy a

smartphone or laptop due to budgetary constraints. Furthermore, learners find it difficult

to enjoy their e-learning experience due to restricted mobile data plans, particularly

during online discussions (Alim et al., 2019; Harjanto & Sumarni, 2019). One of the
obstacles experienced in completing activities within the constraints of school hours is

having an unstable internet connection at home. As a result, these restrictions limit their

access to Google Classroom and their ability to complete assignments on time.

Most previous literature and studies on the benefits and challenges of Google

Classroom were conducted on learners. This study intends to determine the perspectives

of BSED Social Studies students of Southern Southern College (SCC) on the benefits

and challenges of Google Classroom as an instructional tool utilized in the New Normal.

Moreover, this study aims to find out if there is a significant difference in the

respondents' perception of the benefits and challenges of Google Classroom when they

are grouped according to age, sex, and year.

Theoretical Framework

Two theoretical frameworks will guide this study. First, the Technology

Acceptance Model (TAM) that Davis developed (1986), in which perceived usefulness

(PU), perceived ease of use (PEOU), enabling condition, and mental health are four

important markers of how consumers adopt and apply technology. TAM is a solid

theoretical model that can be expanded to e-learning. TAM is an underlying idea derived

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

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

Saadé, Nebebe, & Tan (2007) insisted that students' participation and involvement

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

should be assessed. They suggested that TAM was a solid theoretical model where its

validity can extend to the e-learning context. The usage of the Google Classroom
application as an instructional tool in teaching Social Studies students was investigated in

the context of the proposed study, guided by the dimensions of TAM. It is critical first to

identify users' (teachers' or students') perceptions of Google Classroom's usefulness in

terms of the learning and teaching process and its accessibility so that teachers or students

will consider using it when the need arises. Similarly, investigating the potential of

Google Classroom as an instructional tool can provide additional guidelines for how E-

learning should be used more effectively in teaching Social Studies students, as well as

relevant interventions for Social Studies educators on how to appropriately integrate the

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

growing use of technology as a teaching tool has altered the learning landscape. It

brought with it holes in traditional teaching principles and the necessity for innovative

techniques to keep up. The connective idea aspires to be the modern-day remedy to these

inadequacies.

Second Connectivism Theory. Connectivism is a theoretical framework for

analyzing digital-age learning. It stresses how internet technologies such as web

browsers, search engines, wikis, online discussion forums, and social networks aided in

the development of new learning avenues. Connectivism considers knowledge a network

and learning a pattern detection process (AlDahdouh et al., 2015; Siemens, 2006). The

best type of learning is the one that renders the educational process more interesting and

vital, a student-centered process that places more focus on collaborative projects. Several

studies emphasized the significance of the Connectivism Theory in a collaborative

learning environment through social networks. According to the Connectivism Theory,

the base of collaborative e-learning learning is networks of connections among human

(learners, teachers, experts) and non-human (sources of information, books, databases,

web, blogs, wiki, and chat) nodes.

George Siemens (2004) is a leading proponent of connectivism, a learning theory

that recognizes substantial transformations in how knowledge and information circulate,

grow, and change due to huge data network technologies. Due to Internet technology,

learning has shifted from personal, individualistic activities to group, community, and

even crowd activities. According to Siemens, 2004 the integration of principles explored

by chaos, network, complexity, and self-organization theories where learning is a process

that occurs within ambiguous environments of shifting core elements – not entirely under

the control of the individual; learning (defined as actionable knowledge) can reside

outside of ourselves (within an organization or a database), is focused on connecting

specialized information sets, and the connections that enable us to learn more and better"

(Siemens, 2004).

Conceptual Framework

In essence, this research's main topic is to identify the respondent's perception of

the benefits and challenges of Google Classroom as an Instructional Tool. Also, to

determine if there is a significant difference in respondents' perception on the benefits

and challenges of Google Classroom as an instructional tool when grouped according to

age, sex, and year.

 Google Classroom

(Instructional Tool)

Benefits Challenges

Demographic Profile

* Age

* Sex

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

Definition of Terms

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

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

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

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

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

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

Normal.

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

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

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

instructional tool for BSED Social Studies students.

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

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

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

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

 CHAPTER 3

METHODOLOGY

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

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

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

data analysis.

Research Design.

This study will use a descriptive quantitative method. According to Gay and

Airisian (2009), descriptive research includes collecting data to test hypotheses or answer

questions concerning the current situation of the subject of study. It suggests that

descriptive research would help the researcher in obtaining the data. In addition,

quantitative research was the process of obtaining knowledge by employing number data

as the instrument to find information about what was wanted to know. It signifies that

quantitative research uses the data in the form of numbers and statistic analysis. So,

descriptive quantitative is number related to statistic descriptive such as measuring scale,

displays graphic and variability. The data would be in number statistics and would be

described in a narrative. In this research, the descriptive research will use to determine

the students' perception of the benefits and challenges of Google classroom as an

Instructional Tool for the Academic Year 2022-2023.

 Locale of the Study

This research will be conducted at Southern Christan College, Midsayap

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

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

institution established n 1949.

Respondents and Participants

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

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

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

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

Studies students is ____. The researcher will use Slovin's formula with a 5% margin

error.

Research Instrument

The study's data will be gathered through a researcher-made questionnaire and

will be subjected to validation from expert individuals who know about the topic. The

researcher will utilize survey questionnaires with three (3) parts: part I is to identify the

demographic profile of the respondents as to name, age, sex, and year; part II is the

Likert Scale that has four (4) options to wit Strongly Agree, Agree, Disagree, and

Strongly Disagree wherein this Likert Scale contains the statements pertaining the

benefits of Google Classroom as an instructional tool; Part III is the second Likert Scale
that contains the statements about the challenges of Google Classroom as an instructional

tool. It also has four options similar to part II's Likert Scale.

Data Gathering Procedure

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

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

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

participation is completely optional, which means that they have the right to refuse to

participate if they feel uncomfortable or intimidated throughout the study process.

Respondents will be able to proceed to the survey questionnaire in the Google Form if

they check the box next to the consent form for ethical consideration and data privacy

agreement and click the "next" button, which indicates that they intend to participate in

the survey; otherwise, they will not be able to participate in the survey. The information

acquired by the researchers will be kept confidential in order to protect the identities of

those who answered the survey questions.

 Data Analysis

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

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

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

instructional tool perceived by the BSED Social Studies students, they're weighted mean

will be interpreted using the scale in Table 1.

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

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

the researchers will use a t-test and ANOVA.

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