Moodle and Google Classroom: A Comparative Study of Acceptability
Saved in:
| Title: | Moodle and Google Classroom: A Comparative Study of Acceptability |
|---|---|
| Language: | English |
| Authors: | Jamal Kay B. Rogers (ORCID |
| Source: | Journal of Education and Learning (EduLearn). 2025 19(3):1670-1677. |
| Availability: | Institute of Advanced Engineering and Science. C5 Plumbon, Banguntapan, Yogyakarta, 55198, Indonesia. e-mail: edulearn@uad.ac.id; Web site: http://edulearn.intelektual.org/index.php/EduLearn/ |
| Peer Reviewed: | Y |
| Page Count: | 8 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Learning Management Systems, Technology Uses in Education, College Students, Value Judgment, Usability, Student Attitudes, Foreign Countries, Program Effectiveness |
| Geographic Terms: | Philippines |
| ISSN: | 2089-9823 2302-9277 |
| Abstract: | The popularity of online learning gives rise to learning management system (LMS) development as a central medium of instruction, communication, assessment, and collaboration for flexible learning. However, different LMS platforms present different acceptability to users, making it challenging for educational institutions to choose a platform for implementation. This study used a quantitative research design to compare the acceptance scores of Moodle and Google Classroom based on the technology acceptance model (TAM). Using convenience sampling, 40 students from the City College of Davao (CCD) participated in a survey to determine the perceived usefulness (PU), the perceived ease of use (PEOU), and the overall acceptance scores of the 2 LMSs. An independent t-test was used to compare the acceptance scores after determining the normality and homogeneity of the data sets. The comparative analysis determined no significant difference between the acceptance scores of Moodle and Google Classroom. Despite the limited number of participants, the findings suggest that CCD can use either of the 2 LMSs for official implementation. The findings can also inform other institutions and help them adopt the methods and recommendations in the study. The study contributes to the growing literature on technology acceptance and LMS. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1479064 |
| Database: | ERIC |
| Abstract: | The popularity of online learning gives rise to learning management system (LMS) development as a central medium of instruction, communication, assessment, and collaboration for flexible learning. However, different LMS platforms present different acceptability to users, making it challenging for educational institutions to choose a platform for implementation. This study used a quantitative research design to compare the acceptance scores of Moodle and Google Classroom based on the technology acceptance model (TAM). Using convenience sampling, 40 students from the City College of Davao (CCD) participated in a survey to determine the perceived usefulness (PU), the perceived ease of use (PEOU), and the overall acceptance scores of the 2 LMSs. An independent t-test was used to compare the acceptance scores after determining the normality and homogeneity of the data sets. The comparative analysis determined no significant difference between the acceptance scores of Moodle and Google Classroom. Despite the limited number of participants, the findings suggest that CCD can use either of the 2 LMSs for official implementation. The findings can also inform other institutions and help them adopt the methods and recommendations in the study. The study contributes to the growing literature on technology acceptance and LMS. |
|---|---|
| ISSN: | 2089-9823 2302-9277 |
