The use of Google Classroom among secondary school teachers
DOI:
https://doi.org/10.24200/jonus.vol8iss1pp310-332Abstract
Background and Purpose: Google Classroom is one of the technological innovations that has been developed to allow teachers and learners to meet virtually to promote an engaging teaching and learning experience. This paper outlines the results of a survey that was carried out to identify the factors influencing the intention to use Google Classroom among secondary school teachers in Kinta Selatan District in the State of Perak, Malaysia. The study investigated the different parameters that contribute directly to teachers’ intention to use Google Classroom: technical support, attitude, perceived ease of use, perceived usefulness, and technological knowledge.
Methodology: The sample consisted of 216 government secondary schools in Kinta Selatan District. The principals of the schools assisted in distributing a self-administered questionnaire to the participants.
Findings: The study revealed that attitude, perceived usefulness, and technological knowledge significantly affect the intention to use Google Classroom. Regarding technical support and perceived ease of use, the relationship with the intention to use Google Classroom was found negative.
Contributions: This study contributes to the field of Google Classroom in education by providing a foundation for future research aimed at enhancing teachers' effectiveness in using Google Classroom for teaching.
Keywords: Google Classroom, secondary schools, teachers, technology, classroom.
References
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An International Journal, 3(2), 201-221.
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European Scientific Journal, 10(18), 183-200.
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Archambault, L. M., & Barnett, J. H. (2010). Revisiting technological pedagogical content knowledge: Exploring the TPACK framework. Computers &
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Brown, M. E., & Hocutt, D. L. (2015). Learning to use, useful for learning: A usability study of Google apps for education. Journal of Usability Studies,
10(4), 160-181.
Cheok, M. L., & Wong, S. L. (2016). Frog VLE for Malaysian schools: Exploring teachers’ experience. In J. Zhang (Ed.), ICT in education in global context
(pp. 201– 209). Springer.
Cheok, M. L., Wong, S. L., & Ayub, A. F. (2017). Teachers’ perceptions of e-learning in Malaysian secondary schools. Malaysian Online Journal of
Educational Technology, 5(2), 20-33.
Creswell, J. W. (2014). Educational research: Planning, conducting, and evaluating quantitative (4th ed.). Pearson Education Limited.
Davis, F. D. (1989). PU, PEOU, and user acceptance of information technology. Management Information Systems Quarterly, 13(3), 319–339.
Eom, S. B. (2012). Effects of LMS, self-efficacy, and self-regulated learning on LMS effectiveness in business education. Journal of International
Education in Business, 5(2), 129-144.
Fullan, M. (1992). Successful school improvement: The implementation perspective and beyond. Open University Press.
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acceptance and use of technology (UTAUT). In International Visual Informatics Conference (pp. 216-225). Springer.
Iftakhar, S. (2016). Google Classroom: What works and how? Journal of Education and Social Sciences, 3(1), 12-18.
Johnson, B., & Christensen, L. (2008). Educational research: Quantitative, qualitative, and mixed approaches (3rd ed.). Sage Publications, Inc.
Kaur, T., & Hussein, N. (2014). Teachers’ readiness to utilize Frog VLE: A case study of a Malaysian secondary school. Journal of Education, Society &
Behavioral Science, 5(1), 20-29.
Khan, S. H., Hasan, M., & Clement, C. K. (2012). Barriers to the introduction of ICT into education in developing countries: The example of Bangladesh.
International Journal of instruction, 5(2), 1308-1470.
KPM. (2013). Laporan awal-ringkasan eksekutif: Pelan pembangunan pendidikan Malaysia 2013-2025. Kementerian Pendidikan Malaysia.
Krejcie, R. V, & Morgan, D. W. (1970). Determining sample size for research activities. Educational and Psychological Measurement, 38(1), 607–610.
Madhavi, B. K., Mohan, V., & Nalla, D. (2018). Improving attainment of graduate attributes using GC. Journal of Engineering Education
Transformations, 31(3), 200- 205.
Martínez-Monés, A., Reffay, C., Torío, J. H., & Muñoz-Cristóbal, J. A. (2017). Learning analytics with GC: Exploring the possibilities. In Proceedings of the
5th International Conference on Technological Ecosystems for Enhancing Multiculturality, 47(1), 1-6.
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Mohd Tahir, M. H., & Tunku Mohtar, T. M. (2016). The effectiveness of using vocabulary exercises to teach vocabulary to ESL/EFL learners. Pertanika
Journal of Social Science and Humanities, 24(4), 1651-1669.
Mohd Tahir, M. H., Albakri, I. S. M. A., Adnan, A. H. M., & Karim, R. A. (2020a). The effects of explicit vocabulary instructions on secondary ESL students’
vocabulary learning. 3L: Language, Linguistics, Literature. The Southeast Asian Journal of English Language Studies, 26(2), 158-172.
Mohd Tahir, M. H., Albakri, I. S. M. A., Adnan, A. H. M., Shah, D. S. M., & Shaq, M. S. Y. (2020b). The application of visual vocabulary for ESL students’
vocabulary learning. Arab World English Journal, 11(2), 323-338.
Ndibalema, P. (2014). Teachers’ attitudes towards the use of information communication technology (ICT) as a pedagogical tool in secondary schools
in Tanzania: The case of Kondoa District. International Journal of Education and Research, 2(1), 1-16.
Norazilawati, A., Noraini, M. N., Nik Azmah, N. Y., & Rosnidar, M. (2013). Aplikasi persekitaran pengajaran maya (Frog VLE) dalam kalangan guru Sains.
Jurnal Pendidikan Sains dan Matematik, 3(2), 63–76.
O'Moore, M. (2000). Critical issues for teacher training to counter bullying and victimisation in Ireland. Aggressive Behavior: Official Journal of the
International Society for Research on Aggression, 26(1), 99-111.
Pallant, J. (2016). SPSS survival manual: A step by step guide to data analysis using IBM SPSS (6th ed.). Open University Press.
Plackett, R. L. (1983). Karl Pearson and the chi-squared test. International Statistical Review/Revue Internationale de Statistique, 15(9), 59-72.
Rabbi, M. M. F., Zakaria, A. K. M., & Tonmoy, M. M. (2017). Teaching listening skill through GC: A study at tertiary level in Bangladesh. DUET Journal,
3(1), 103-108.
Rahmad, R., Wirda, M. A., Berutu, N., Lumbantoruan, W., & Sintong, M. (2019). GC implementation in Indonesian higher education. Journal of Physics:
Conference Series, 1175(1), 012153.
Railean, E. (2012). Google apps for education – A powerful solution for global scientific classrooms with learner centred environment. International
Journal of Computer Science Research and Application, 2(2), 19-27.
Rani, N. S. A., Suradi, Z. U. R. I. N. A. H., & Yusoff, N. H. (2014). An analysis of technology acceptance model, LMS attributes, e-satisfaction, and e-
retention. International Review of Management and Business Research, 3(4), 1984-1996.
Ribeiro, J. M., Moreira, A., & Almeida, A. M. P. (2011). Stakeholders' perceptions of the use of ICT in the education of students with SEN. International
Journal of Technology Enhanced Learning, 3(3), 242-254.
Rosenthal, I. G. (1999). New teachers and technology: Are they prepared? Technology and Learning, 19(8), 22-24, 26-28.
Sailin, S. N. (2014). Barrier influencing teacher’s technology in their practice. Journal of Basic and Applied Sciences, 8(23), 352-358.
Saunders, M., Lewis, P., & Thornhill, A. (2011). Research methods for business students. Pearson.
Sekaran, U. (2006). Research methods for business: A skill building approach (4th ed.). John Wiley & Sons.
Sewang, A. (2017). Keberterimaan GC sebagai alternatif peningkatan mutu di IAI DDI Polewali Mandar. Jurnal Pendidikan Islam Pendekatan
Interdisipliner, 2(1), 35-46.
Sudarsana, I. K., Putra, I. B. M. A., Astawa, I. N. T., & Yogantara, I. W. L. (2019). The use of GC in the learning process. Journal of Physics: Conference
Series, 1175(1), 012165.
Tautkeviciene, G., & Bulotaite, D. (2009). Teachers' attitudes towards the use of information and communication technologies and application of
software to educate children with disability in Special Educational Institutions of Kaunas. Special Education, 1(1), 110-118.
Van Raaij, E. M., & Schepers, J. J. (2008). The acceptance and use of a VLE in China. Computers & Education, 50(3), 838-852.
Venkatesh, V., & Bala, H. (2008). Technology acceptance model 3 and a research agenda on interventions. Decision Sciences, 39(2), 273-315.
Ventayen, R. J. M., Estira, K. L. A., De Guzman, M. J., Cabaluna, C. M., & Espinosa, N. N. (2018). Usability evaluation of GC: Basis for the adaptation of
gsuite e-learning platform. Asia Pacific Journal of Education, Arts and Sciences, 5(1), 47-51.
Wechsler, D. (2003). Wechsler intelligence scale for children (4th ed.). The Psychological Corporation.
Wijaya, A. (2016). Analysis of factors affecting the use of GC to support lectures. In The 5th International Conference on Information Technology and
Engineering Application (ICIBA2016). Bina Darma University.
Zikmund, W. G., Babin, B. J., Carr, J. C., & Griffin, M. (2013). Business research methods. CENGAGE Learning Custom Publishing.
Al-Alak, B. A., & Alnawas, I. A. (2011). Measuring the acceptance and adoption of e-learning by academic staff. Knowledge Management & E-Learning:
An International Journal, 3(2), 201-221.
AlQudah, A. A. (2014). Accepting Moodle by academic staff at the University of Jordan: Applying and extending TAM in technical support factors.
European Scientific Journal, 10(18), 183-200.
Amin, H. (2008). Factors affecting the intentions of customers in Malaysia to use mobile phone credit cards. Management Research News, 31(7), 493-
503.
Archambault, L. M., & Barnett, J. H. (2010). Revisiting technological pedagogical content knowledge: Exploring the TPACK framework. Computers &
Education, 55(4), 1656-1662.
Brown, M. E., & Hocutt, D. L. (2015). Learning to use, useful for learning: A usability study of Google apps for education. Journal of Usability Studies,
10(4), 160-181.
Cheok, M. L., & Wong, S. L. (2016). Frog VLE for Malaysian schools: Exploring teachers’ experience. In J. Zhang (Ed.), ICT in education in global context
(pp. 201– 209). Springer.
Cheok, M. L., Wong, S. L., & Ayub, A. F. (2017). Teachers’ perceptions of e-learning in Malaysian secondary schools. Malaysian Online Journal of
Educational Technology, 5(2), 20-33.
Creswell, J. W. (2014). Educational research: Planning, conducting, and evaluating quantitative (4th ed.). Pearson Education Limited.
Davis, F. D. (1989). PU, PEOU, and user acceptance of information technology. Management Information Systems Quarterly, 13(3), 319–339.
Eom, S. B. (2012). Effects of LMS, self-efficacy, and self-regulated learning on LMS effectiveness in business education. Journal of International
Education in Business, 5(2), 129-144.
Fullan, M. (1992). Successful school improvement: The implementation perspective and beyond. Open University Press.
Hussin, N. H., Jaafar, J., & Downe, A. G. (2011). Assessing educators’ acceptance of virtual reality (VR) in the classroom using the unified theory of
acceptance and use of technology (UTAUT). In International Visual Informatics Conference (pp. 216-225). Springer.
Iftakhar, S. (2016). Google Classroom: What works and how? Journal of Education and Social Sciences, 3(1), 12-18.
Johnson, B., & Christensen, L. (2008). Educational research: Quantitative, qualitative, and mixed approaches (3rd ed.). Sage Publications, Inc.
Kaur, T., & Hussein, N. (2014). Teachers’ readiness to utilize Frog VLE: A case study of a Malaysian secondary school. Journal of Education, Society &
Behavioral Science, 5(1), 20-29.
Khan, S. H., Hasan, M., & Clement, C. K. (2012). Barriers to the introduction of ICT into education in developing countries: The example of Bangladesh.
International Journal of instruction, 5(2), 1308-1470.
KPM. (2013). Laporan awal-ringkasan eksekutif: Pelan pembangunan pendidikan Malaysia 2013-2025. Kementerian Pendidikan Malaysia.
Krejcie, R. V, & Morgan, D. W. (1970). Determining sample size for research activities. Educational and Psychological Measurement, 38(1), 607–610.
Madhavi, B. K., Mohan, V., & Nalla, D. (2018). Improving attainment of graduate attributes using GC. Journal of Engineering Education
Transformations, 31(3), 200- 205.
Martínez-Monés, A., Reffay, C., Torío, J. H., & Muñoz-Cristóbal, J. A. (2017). Learning analytics with GC: Exploring the possibilities. In Proceedings of the
5th International Conference on Technological Ecosystems for Enhancing Multiculturality, 47(1), 1-6.
Mohammadi, H. (2015). Factors affecting the e-learning outcomes: An integration of TAM and IS success model. Telematics and Informatics, 32(4),
701–719.
Mohd Tahir, M. H., & Tunku Mohtar, T. M. (2016). The effectiveness of using vocabulary exercises to teach vocabulary to ESL/EFL learners. Pertanika
Journal of Social Science and Humanities, 24(4), 1651-1669.
Mohd Tahir, M. H., Albakri, I. S. M. A., Adnan, A. H. M., & Karim, R. A. (2020a). The effects of explicit vocabulary instructions on secondary ESL students’
vocabulary learning. 3L: Language, Linguistics, Literature. The Southeast Asian Journal of English Language Studies, 26(2), 158-172.
Mohd Tahir, M. H., Albakri, I. S. M. A., Adnan, A. H. M., Shah, D. S. M., & Shaq, M. S. Y. (2020b). The application of visual vocabulary for ESL students’
vocabulary learning. Arab World English Journal, 11(2), 323-338.
Ndibalema, P. (2014). Teachers’ attitudes towards the use of information communication technology (ICT) as a pedagogical tool in secondary schools
in Tanzania: The case of Kondoa District. International Journal of Education and Research, 2(1), 1-16.
Norazilawati, A., Noraini, M. N., Nik Azmah, N. Y., & Rosnidar, M. (2013). Aplikasi persekitaran pengajaran maya (Frog VLE) dalam kalangan guru Sains.
Jurnal Pendidikan Sains dan Matematik, 3(2), 63–76.
O'Moore, M. (2000). Critical issues for teacher training to counter bullying and victimisation in Ireland. Aggressive Behavior: Official Journal of the
International Society for Research on Aggression, 26(1), 99-111.
Pallant, J. (2016). SPSS survival manual: A step by step guide to data analysis using IBM SPSS (6th ed.). Open University Press.
Plackett, R. L. (1983). Karl Pearson and the chi-squared test. International Statistical Review/Revue Internationale de Statistique, 15(9), 59-72.
Rabbi, M. M. F., Zakaria, A. K. M., & Tonmoy, M. M. (2017). Teaching listening skill through GC: A study at tertiary level in Bangladesh. DUET Journal,
3(1), 103-108.
Rahmad, R., Wirda, M. A., Berutu, N., Lumbantoruan, W., & Sintong, M. (2019). GC implementation in Indonesian higher education. Journal of Physics:
Conference Series, 1175(1), 012153.
Railean, E. (2012). Google apps for education – A powerful solution for global scientific classrooms with learner centred environment. International
Journal of Computer Science Research and Application, 2(2), 19-27.
Rani, N. S. A., Suradi, Z. U. R. I. N. A. H., & Yusoff, N. H. (2014). An analysis of technology acceptance model, LMS attributes, e-satisfaction, and e-
retention. International Review of Management and Business Research, 3(4), 1984-1996.
Ribeiro, J. M., Moreira, A., & Almeida, A. M. P. (2011). Stakeholders' perceptions of the use of ICT in the education of students with SEN. International
Journal of Technology Enhanced Learning, 3(3), 242-254.
Rosenthal, I. G. (1999). New teachers and technology: Are they prepared? Technology and Learning, 19(8), 22-24, 26-28.
Sailin, S. N. (2014). Barrier influencing teacher’s technology in their practice. Journal of Basic and Applied Sciences, 8(23), 352-358.
Saunders, M., Lewis, P., & Thornhill, A. (2011). Research methods for business students. Pearson.
Sekaran, U. (2006). Research methods for business: A skill building approach (4th ed.). John Wiley & Sons.
Sewang, A. (2017). Keberterimaan GC sebagai alternatif peningkatan mutu di IAI DDI Polewali Mandar. Jurnal Pendidikan Islam Pendekatan
Interdisipliner, 2(1), 35-46.
Sudarsana, I. K., Putra, I. B. M. A., Astawa, I. N. T., & Yogantara, I. W. L. (2019). The use of GC in the learning process. Journal of Physics: Conference
Series, 1175(1), 012165.
Tautkeviciene, G., & Bulotaite, D. (2009). Teachers' attitudes towards the use of information and communication technologies and application of
software to educate children with disability in Special Educational Institutions of Kaunas. Special Education, 1(1), 110-118.
Van Raaij, E. M., & Schepers, J. J. (2008). The acceptance and use of a VLE in China. Computers & Education, 50(3), 838-852.
Venkatesh, V., & Bala, H. (2008). Technology acceptance model 3 and a research agenda on interventions. Decision Sciences, 39(2), 273-315.
Ventayen, R. J. M., Estira, K. L. A., De Guzman, M. J., Cabaluna, C. M., & Espinosa, N. N. (2018). Usability evaluation of GC: Basis for the adaptation of
gsuite e-learning platform. Asia Pacific Journal of Education, Arts and Sciences, 5(1), 47-51.
Wechsler, D. (2003). Wechsler intelligence scale for children (4th ed.). The Psychological Corporation.
Wijaya, A. (2016). Analysis of factors affecting the use of GC to support lectures. In The 5th International Conference on Information Technology and
Engineering Application (ICIBA2016). Bina Darma University.
Zikmund, W. G., Babin, B. J., Carr, J. C., & Griffin, M. (2013). Business research methods. CENGAGE Learning Custom Publishing.
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2023-01-31
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The use of Google Classroom among secondary school teachers. (2023). Journal of Nusantara Studies (JONUS), 8(1), 310-332. https://doi.org/10.24200/jonus.vol8iss1pp310-332
