Satisfaction and Difficulty among Students in Using Google Classroom

Jo Ann T. Gerada and Violeta C. Efondo
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Jo Ann T. Gerada: Guimaras State University
Violeta C. Efondo: Guimaras State University

International Journal of Research and Innovation in Social Science, 2024, vol. 8, issue 3s, 4113-4120

Abstract: This study examines Guimaras State College students’ satisfaction and difficulties in using Google Classroom, a major part of Google Apps for Education (GAFE). The university’s adoption of Google Classroom during the COVID-19 pandemic prompted this investigation. Employing a descriptive research design and stratified sampling, a questionnaire was used for data collection, and SPSS software was used for analysis, including frequency counts, mean values, and correlation assessments. Students express substantial satisfaction, with an overall mean satisfaction score of 3.87, signifying a “High†level of satisfaction. This implies the effectiveness of Google Classroom as a valuable tool for facilitating student education. However, students encounter significant difficulty, leading to a mean difficulty score of 3.60. Despite these difficulties, Google Classroom is generally considered moderately challenging, implying that although the platform is easily available, it depends on sufficient resources like internet connection speed, to run the best. No significant differences were observed in satisfaction levels according to sex or year, but the chosen courses significantly influenced satisfaction levels. This implies that the degree of Google Classroom integration in course delivery explains the variations in satisfaction levels. Sex does not affect student difficulty levels, whereas year level and course of study play substantial roles. Year-level differences imply varying challenges, and course-related distinctions reveal diverse experiences and the extent to which instructors use digital tools in their teaching methodologies. A weak positive correlation exists between student satisfaction and difficulty in using Google Classroom. This finding implies that although greater satisfaction might slightly reduce difficulty, the effect is minimal and differs among students. Zhang and Zhu (2017) portrayal of Google Classroom aligns with these findings, emphasizing its versatility for online learning. To enhance education, institutions should address practical challenges while considering students’ chosen courses. Despite the weak correlation between satisfaction and difficulty, these challenges must be addressed to improve overall educational experiences.

Date: 2024
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