THE USE OF GOOGLE CLASSROOM AMONG SECONDARY SCHOOL TEACHERS

Background and Purpose: The use of technology in school classrooms and other innovations in teaching has become very crucial in the education field. Google Classroom is one of the technology innovations which has been developed to allow teachers and learners to meet up virtually to promote an interesting teaching and learning experience. In this present study, this paper outlines the results of a survey which was carried out to identify the factors the intention to use Google Classroom among secondary schools’ teachers in Kinta Selatan District in Perak. The study investigated the different parameter which contribute directly to teachers’ intention to use Google Classroom which are technical support, attitude, perceived ease of use, perceived usefulness, and technological knowledge.   Methodology: The sample consisted 216 government secondary schools in Kinta Selatan District. A self-administered questionnaire was distributed to the participants with the assistance of the principals of the schools.   Findings: The result of the study revealed that the variables of attitude, perceived usefulness and technological knowledge have a significant effect in the intention to use Google Classroom. As far as technical support and perceived ease of use are concerned, the relationship with intention to use Google Classroom was found negative.   Contributions: This study contributes to the area of Google Classroom use for education since it may be used to do future research into how to improve teachers' abilities to teach more effectively using Google Classroom.   Keywords: Google Classroom, secondary schools, teachers, technology, classroom.   Cite as: Devi Piaralal, S., Mohd Tahir, M. H., Mohd Adnan, A. H., Mohamad Shah, D. S., & Ya Shak, M. S. (2023). The use of Google Classroom among secondary school teachers. Journal of Nusantara Studies, 8(1), 310-332. http://dx.doi.org/10.24200/jonus.vol8iss1pp310-33

Google Classroom as Perceived by Educators: An Overview

Learning Management System (LMS) is gaining prominence in how education is delivered today due to the increased popularity of remote and online distance learning and the unimaginable COVID-19 pandemic that stuns the world. One of the more popular LMSs in the world is Google Classroom (GC). Due to its popularity, it is essential for the perception of its users particularly educators to be gauged as it is believed that their perception could determine what they do in their teaching and learning sessions. This paper reviewed eleven selected past studies about educators’ perception on the use of GC. The content of these studies was analyzed and coded into themes and specific categories by using the Atlas.ti Software. In general, educators seem to hold a positive perception on the use of GC with their students. However, some reservations about the use of GC have also been expressed. Several recommendations about how GC could be improved were also offered by the participants in the studies. The gaps in the past studies might provide some ideas on how the educators’ perception of GC could be better ascertained in future

Explicit vocabulary instruction: Effects of vocabulary learning on Form Two ESL learners

Per its English curriculum, vocabulary instruction is only integrated indirectly in the teaching of reading, writing, listening, and speaking skills in Malaysian schools. ESL learners then may overlook the variety of meanings that a word and its spelling can offer. This research aims to describe the effects of the explicit approach of vocabulary instruction on 30 Form Two (eighth grade) students from a suburban school in Ipoh, Perak, Malaysia. A descriptive style was adopted, and specific vocabulary lessons were used to help students learn the target words. Using descriptive statistics, vocabulary pre- and post-test scores were analysed and compared to determine the impact of this approach. The frequency counts, percentages, mean scores, and standard deviation of the students’ evaluation form responses were analysed. Content analysis was used to transcribe, classify, and categorise qualitative data from the interview session. According to the data, the students’ vocabulary scores increased dramatically in the post-test, with a mean gap of 21.9. The students were also enthusiastic about the teacher’s instructions (M=4.48, SD=0.64) and vocabulary lessons (M=4.34, SD=0.59). It is suggested that the explicit approach of vocabulary instruction, which engages students in exciting vocabulary learning techniques as employed by this study could enhance their vocabulary knowledge.

Secondary ESL Teachers Use of Google Classroom during COVID-19 Pandemic

Education means of delivery has been transformed from in person to online learning because of COVID-19. This study assesses factors influencing the use of Google Classroom (GC) in four northern states located in Peninsula Malaysia for lessons during the COVID-19 pandemic among secondary ESL educators. A non-experimental design was employed. Primary data collected from a self-administered online questionnaire were analysed descriptively in a general survey of trends, involving 103 survey respondents (i.e., teachers). The findings of this study will allow Malaysian education stakeholders to understand the factors influencing the use of GC in schools to enable appropriate decisions about its use among teachers. It will also assist Malaysia's Ministry of Education in formulating policies relating to the use of GC and assist administrators of secondary schools in making decisions on the type of infrastructure and technical support needed. To evaluate the factors affecting GC used for instructions, a longitudinal study is recommended as such study will indicate whether longer periods of instructions result in better use of GC or not. This study extends significance in the field of instruction for teachers since it can be used to perform additional studies to increase the use of GC by teachers. To better evaluate the power of GC’s instructions or other learning management systems in advancing virtual instruction prowess, a potential global expansion of this study should be performed

Secondary ESL Teachers Use of Google Classroom During COVID-19 Pandemic

Education means of delivery has been transformed from in person to online learning because of COVID-19. This study assesses factors influencing the use of Google Classroom (GC) in four northern states located in Peninsula Malaysia for lessons during the COVID-19 pandemic among secondary ESL educators. A non-experimental design was employed. Primary data collected from a self-administered online questionnaire were analysed descriptively in a general survey of trends, involving 103 survey respondents (i.e., teachers). The findings of this study will allow Malaysian education stakeholders to understand the factors influencing the use of GC in schools to enable appropriate decisions about its use among teachers. It will also assist Malaysia's Ministry of Education in formulating policies relating to the use of GC and assist administrators of secondary schools in making decisions on the type of infrastructure and technical support needed. To evaluate the factors affecting GC used for instructions, a longitudinal study is recommended as such study will indicate whether longer periods of instructions result in better use of GC or not. This study extends significance in the field of instruction for teachers since it can be used to perform additional studies to increase the use of GC by teachers. To better evaluate the power of GC's instructions or other learning management systems in advancing virtual instruction prowess, a potential global expansion of this study should be performed