The Impact of Google Classroom on Academic Achievement-Teacher and Student Perceptions

Lulzime Kamberi
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Abstract


Google Classroom has been introduced to staff and students of the University of Tetovo in the second semester of the year 2019. Teachers and learners have been provided with some guidelines on how to use the platform and it has been used for only one semester. Having included it for only such a short period of time, its effect on learning and teaching, thus academic achievement is debatable. Seeking to analyze its influence on learning progress, this paper reports on a study conducted at the Faculty of Philology at the University of Tetovo (UT), North Macedonia. Acknowledging convenience sampling, the subjects who participated in this study were students and teachers at the English Language and Literature Department. Data were collected using questionnaires, via Google Doc, in which participants were asked to reflect back on their experience on the platform throughout their one semester of their university studies. Responses were subjected to a modified content analysis to identify the main themes and topics. Semi-structured interviews with volunteers were undertaken to substantiate the essential findings of content analysis. The results of the study have shown that there is insufficient indication to show its effect on academic achievement. Therefore, it is suggested that an extended study over a longer period of time, with a larger sample, would be required to generalize these results.

Google Classroom has been introduced to staff and students of the University of Tetovo in the second semester of the year 2019. Teachers and learners have been provided with some guidelines on how to use the platform and it has been used for only one semester. Having included it for only such a short period of time, its effect on learning and teaching, thus academic achievement is debatable. Seeking to analyze its influence on learning progress, this paper reports on a study conducted at the Faculty of Philology at the University of Tetovo (UT), North Macedonia. Acknowledging convenience sampling, the subjects who participated in this study were students and teachers at the English Language and Literature Department. Data were collected using questionnaires, via Google Doc, in which participants were asked to reflect back on their experience on the platform throughout their one semester of their university studies. Responses were subjected to a modified content analysis to identify the main themes and topics. Semi-structured interviews with volunteers were undertaken to substantiate the essential findings of content analysis. The results of the study have shown that there is insufficient indication to show its effect on academic achievement. Therefore, it is suggested that an extended study over a longer period of time, with a larger sample, would be required to generalize these results.


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References


Kamberi, L. (2020). The Impact of Google Classroom on academic achievement teacher and student perceptions. Journal of Research in Education, Science and Technology, 5(2), 109-117.


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This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

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