Google Classroom Utilization and Mathematics Performance of Teacher Education Students
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| Title: | Google Classroom Utilization and Mathematics Performance of Teacher Education Students |
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| Language: | English |
| Authors: | Rovinson D. Gaganao, Ma. Gracelda B. Odon |
| Source: | Journal of Education and Learning (EduLearn). 2026 20(1):383-390. |
| 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: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Technology Uses in Education, Preservice Teacher Education, Preservice Teachers, Learning Management Systems, Foreign Countries, Program Effectiveness, Student Characteristics, Mathematics Instruction, Mathematics Achievement, Usability, Correlation, Ownership, Access to Internet, Computer Use, Student Attitudes, Educational Technology |
| Geographic Terms: | Philippines |
| ISSN: | 2089-9823 2302-9277 |
| Abstract: | Google Classroom can enhance the teaching process and support students' learning. Hence, this study determines the effectiveness of Google Classroom on the respondents' mathematics performance. The study utilized 159 first-year teacher education students at Eastern Samar State University-Salcedo, selected by stratified random sampling, descriptive-comparative and correlational research design, and a questionnaire. For descriptive analysis, frequency, percentage, mean, and standard deviation were used, as t-test, ANOVA, and Pearson's correlation coefficient for comparison and relationship between variables. The study revealed that respondents owned a smartphone, which they used to connect to the internet at home and spent 1-2 hours doing internet-related activities. Respondents perceived Google Classroom as a highly effective tool for mathematics, and they had a good to excellent level of mathematics performance. Furthermore, respondents do not significantly differ in their mathematics performance based on their technological profile except for ownership of technology devices. Lastly, the study found that Google Classroom can improve students' mathematics performance. Based on the findings, it is recommended that Google Classroom be integrated into mathematics as a teaching and learning tool. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1495291 |
| Database: | ERIC |
| Abstract: | Google Classroom can enhance the teaching process and support students' learning. Hence, this study determines the effectiveness of Google Classroom on the respondents' mathematics performance. The study utilized 159 first-year teacher education students at Eastern Samar State University-Salcedo, selected by stratified random sampling, descriptive-comparative and correlational research design, and a questionnaire. For descriptive analysis, frequency, percentage, mean, and standard deviation were used, as t-test, ANOVA, and Pearson's correlation coefficient for comparison and relationship between variables. The study revealed that respondents owned a smartphone, which they used to connect to the internet at home and spent 1-2 hours doing internet-related activities. Respondents perceived Google Classroom as a highly effective tool for mathematics, and they had a good to excellent level of mathematics performance. Furthermore, respondents do not significantly differ in their mathematics performance based on their technological profile except for ownership of technology devices. Lastly, the study found that Google Classroom can improve students' mathematics performance. Based on the findings, it is recommended that Google Classroom be integrated into mathematics as a teaching and learning tool. |
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| ISSN: | 2089-9823 2302-9277 |
