C5-LMS design using Google Classroom: user acceptance based on extended Unified Theory of Acceptance and Use of Technology

Reyes, Eler G. Delos; Galura, Jeanne C.; Leon-Pineda, Josephine Luz De

doi:10.1080/10494820.2022.2028852

Cited by 10 publications

(4 citation statements)

References 11 publications

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“…This shows that perceived behavioral control is generally measured as self-efficacy or people's beliefs in their abilities. Based on several observations, the variable has a positive relationship with a person's usage intention [58][59][60][61]. In this study, it is consequently a critical factor when preservice teachers decide to implement STEM education.…”

Section: Perceived Behavioral Control Of Stem Educationmentioning

confidence: 87%

Predicting Factors Influencing Preservice Teachers’ Behavior Intention in the Implementation of STEM Education Using Partial Least Squares Approach

et al. 2022

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The integration of STEM education has been promoted to improve the quality of education in the 21st century, with its usage leading to emphasis on the factors influencing the intentions of preservice teachers. Therefore, this study aims to determine the factors influencing preservice teachers’ intentions, as well as the effects of gender and age on the implementation of STEM education. The Theory of Planned Behavior (TPB) was adopted to predict the relationship between knowledge, social influence, attitude, perceived usefulness, control, and behavioral intention (BI) of using STEM education among preservice secondary school teachers. A total of 30 item questionnaires on behavioral intentions were distributed to 201 respondents, with data being analyzed using the Structural Equation Model (SEM). The results showed that perceived usefulness had a positive significance, and a relationship with the attitudes of preservice teachers toward STEM education. Habit had a positive significance in influencing teachers’ behavioral intentions and implementation. Subjective norms did not have a significant correlation with BI and implementation. These results are recommended for providing solutions to analytical problems, and to successfully improve future learning through an educational approach.

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Section: Perceived Behavioral Control Of Stem Educationmentioning

confidence: 87%

Predicting Factors Influencing Preservice Teachers’ Behavior Intention in the Implementation of STEM Education Using Partial Least Squares Approach

et al. 2022

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“…Each of these has been extensively studied and found effective for online learning and collaboration. For instance, Google Classroom facilitates assignment management and communication (Bervell et al, 2022; Delos Reyes et al, 2022; Tarteer et al, 2022), Slack promotes team collaboration (Fontes et al, 2022; Leonardi & Torchiano, 2022; Papathoma, 2022), Microsoft Teams offers comprehensive communication tools integrating with Microsoft Office (Al Enezi et al, 2022; Gotlib et al, 2022; Rajaram et al, 2022), and so on for the other tools mentioned, each serving a unique educational purpose.…”

Section: Literature Reviewmentioning

confidence: 99%

Online collaborative tools for science education: Boosting learning outcomes, motivation, and engagement

Ateş,

Köroğlu

2024

Computer Assisted Learning

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BackgroundOnline collaboration tools have been identified as potentially effective means for enhancing student learning, motivation, and engagement in science education. However, their effectiveness in improving science education outcomes among middle school students remains uncertain.ObjectivesThe study aimed to investigate the impact of online collaboration tools on science education outcomes among middle school students, focusing on learning achievement, engagement, and motivation.MethodsA quasi‐experimental design with a pretest‐posttest control group was used in this study. A total of 60 eighth‐grade middle school students were involved in the study, with both the experimental and control groups comprising 30 students each. The experimental group incorporated the use of digital collaboration platforms, including Asana, Slack, and Team Viewer, as instrumental components of group project execution and discussion in their science lessons. Conversely, the control group adhered to the current educational approach in Turkey, characterized by the employment of an inquiry‐based learning strategy in their science instruction. Data was collected over eight weeks using a science achievement test, engagement scale, and science motivation scale.ResultsThe experimental group demonstrated significantly higher post‐test scores compared to the control group, suggesting that online collaboration tools positively impacted science education outcomes. Additionally, survey data indicated high levels of engagement and motivation among the experimental group students when using the online collaboration tools.ConclusionsThe findings support the notion that online collaboration tools can effectively enhance learning, motivation, and engagement in science education among middle school students. These results have significant implications for educators, educational institutions, policymakers, and curriculum developers. Further research is needed to examine the potential of these tools in various educational contexts and with different student populations. This will help broaden the understanding of how online collaboration tools can be integrated into diverse learning environments, potentially benefiting a larger number of students and further improving science education outcomes.

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“…S. Al-Maroof et al, 2021;Han & Sa, 2021;Huang et al, 2021). Recent studies concerning the use of the Unified Theory of Acceptance and Use of Technology (UTAUT) and the Extended Theory of Acceptance and Use of Technology (UTAUT2) have also been widespread and provided much information to various HEIs, the factors that affect the implementation of Google Classroom from to various disciplines in a global scale (Alotumi, 2022;Delos Reyes et al, 2022;Kumar & Bervell, 2019). Aside from the factors indicated in these models, there have also been other studies that added other critical factors that predict students' utilization of a system (Brandford et al, 2021;Mahamud et al, 2021;Oluyinka & Cusipag, 2021).…”

Section: Review Of Related Literaturementioning

confidence: 99%

Students’ acceptance of google classroom as an effective pedagogical tool for Physical Education

Lobo

2023

ijeri

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Google Classroom is practical for teachers and students as it makes the teaching and learning process more manageable. It is one of the practical pedagogical tools used by various higher educational institutions, as supported by previous studies. In line with this, the study is focused on exploring the factors that affect students’ acceptance of Google Classroom as an effective tool in learning Physical Education, adapting the Technology Acceptance Model (TAM). After obtaining data from 1,916 students currently taking minor PE in an online setting at City College of Angeles and after performing Partial Least Square-Structural Equation Modeling (PLS-SEM), the results revealed that students perceived ease of use positively predict their perceived usefulness of the LMS. Moreover, perceived ease of use positively influences students’ behavioral intention to use. Also, the students’ perceived usefulness increases behavioral intention to use Google Classroom in learning PE. Lastly, behavioral intent to use leverages students’ actual use of the educational platform. The findings of this study help the academic council and higher administration to decide if the said LMS can continuously be used as the college is still in a full-online learning modality. Recommendations and future research directions are also presented.

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C5-LMS design using Google Classroom: user acceptance based on extended Unified Theory of Acceptance and Use of Technology

Cited by 10 publications

References 11 publications

Predicting Factors Influencing Preservice Teachers’ Behavior Intention in the Implementation of STEM Education Using Partial Least Squares Approach

Predicting Factors Influencing Preservice Teachers’ Behavior Intention in the Implementation of STEM Education Using Partial Least Squares Approach

Online collaborative tools for science education: Boosting learning outcomes, motivation, and engagement

Students’ acceptance of google classroom as an effective pedagogical tool for Physical Education

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