Impact of Google Classroom as an Online Learning Delivery during COVID-19 Pandemic: The Case of a Secondary School in Nigeria

Abstract

The teaching and learning process is rapidly becoming technology driven with the integration of digital learning using of online learning platforms to facilitate instructional delivery. Google classroom learning platform is one of the effective ways of enhancing student active engagement in an online learning environment. The purpose of this study is to examine the impacts of Google classroom as an online learning delivery platform in secondary school during the COVID-19 pandemic in Nigeria. A mixed method approach was used in the study. Online questionnaire on Google Classroom Attitude Scale (GCAS) was used and online Semi-Structure Interview Guide (SSIG) developed by the researcher for data collection on the students’ perceptions on Google classroom. The researcher used Statistical Package of Social Science programme to calculate and analyse arithmetic mean, standard deviation and t-test. Content analysis was used for analysis of qualitative data. The participants were 140. The results showed that Google classroom platform as an online learning delivery positively affected students' academic achievement, attitudes and their perception during the pandemic in Nigeria’s secondary school. Based on the findings of the study, it was recommended that education stakeholders should effectively prepare students for the use of this platform for their learning activities during the pandemic. The platform is capable of assisting both students and teachers to connect, work together, create assignments, grade students and post learning materials. Likewise, students can also ask questions about the areas they do not understand. Hence, the advantages of the platform can be brought into usage for achieving quality in the teaching and learning process at all levels of education during the pandemic.

Platforms, Problems and Solutions of Online English Language Teaching at Vocational High School

“…Meanwhile the use of Whatsapp could support the function of Google classroom especially for the attendant list and having a discussion. It also easy to be used and both teacher and students were already accustomed with the use of Whatsapp..It is in line with the previous work found that the Google Classroom has a lot of benefit such as submitting and upload material (Noah & Gbemisola, 2020).…”

“…To overcome lack of students' motivation, the teacher took intensive control by using WhatsApp application is in line with the study proved that the teacher have to use the role as the facilitator maximally in the process of online teaching and learning (Gunawan, Suranti, & Fathoroni, 2020;Lau, Yen, & Mohamad, 2020;Noah & Gbemisola, 2020).While for teaching the writing where the most problem is related to the time. The teachers offer additional time much more than the face to face class.…”

“…The next is zoom, this platform is used because it offers high quality of the video and audio as long as the conferencing (Nurieva & Garaeva, 2020). The last is Submitting the task, uploading and sharing the material are the common function of Google classroom as one of online learning platform (Noah & Gbemisola, 2020). The use of Google Classroom also can increase students' attention to the class (Sansinadi, 2020).…”

“…It could be the one way in preparing the students to develop their 21 st -century skills such as critical thinking, problem-solving, working teams, and using digital learning devices (Ulker, 2019). The use of online learning in the pandemic era can intensify the role of the teacher as the facilitator from the elementary to university levels (Gunawan et al, 2020;Lau et al, 2020;Noah & Gbemisola, 2020). The teachers as the controller and facilitator have to think carefully in deciding appropriate technology in supporting the teaching and learning process, especially in this emergency condition.…”

“…Zoom, Google Classroom, Google Meet are common platforms used for online teaching in pandemic-era. They are chosen because of their convenience such as they could involve many students in one meeting, share and record the meeting (Kaur et al, 2020;Noah & Gbemisola, 2020;Tamin & Mohamad, 2020).…”