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Effectiveness of Google classroom: Teachers’ perceptions

Author

Listed:
  • Kaukab Abid Azhar

    (Barrett Hodgson University)

  • Nayab Iqbal

    (Barrett Hodgson University)

Abstract

Technology has gained importance in all stages of education yet educators have been unable to figure out which of the many available technological tools best fit their classroom practices. Google Classroom is one such tool that is free of cost and has gained popularity within a short span of time. The main purpose of the study is to assess teachers’ perception on the effectiveness of Google Classroom. The study is carried out through a qualitative research design. The sample of the study, which uses semi-structured interview method, consists of 12 higher education teachers who have implemented Google Classroom for at least one semester in their classroom. The data acquired has been put through a comprehensive analysis by coding and categorizing the data through NVivo. Findings revealed that teachers perceive it as only a facilitation tool that can be used for document management and basic classroom management, without having a significant impact on teaching methodologies. The responses of the teachers indicate that lack of user-friendly interface is the main reason for its inefficiency. Further studies can be conducted by taking the students’ perspective into account.

Suggested Citation

  • Kaukab Abid Azhar & Nayab Iqbal, 2018. "Effectiveness of Google classroom: Teachers’ perceptions," Prizren Social Science Journal, SHIKS, vol. 2(2), pages 52-66, December.
    • Handle: RePEc:prj:publsh:v2:y:2018:i:2:p:52-66
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    Citations

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    Cited by:

    1. Law Szee Huei & Melor Md Yunus & Harwati Hashim, 2021. "Strategy to Improve English Vocabulary Achievement during Covid-19 Epidemic. Does Quizizz Help?," Journal of Education and e-Learning Research, Asian Online Journal Publishing Group, vol. 8(2), pages 135-142.
    2. Aina, Jacob Kola, Ph. D & Abdulrahman Abdulgafar Opeyemi, 2020. "Mitigating the Impact of COVID-19 on the Teaching and Learning of Science in the Nigerian Higher Education," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 4(6), pages 334-337, June.
    3. William, Kayode, BSc. & Soyemi, O. D., Ph.D. & Ajagunna, Adedayo E. BSc. & Isaruk, Ikpoko-Ore-Ebirien Dike, 2022. "The Influence of Educational Mobile Apps Use on Teaching Effectiveness of Lecturers in Public Polytechnics in Ekiti and Ondo states, Nigeria," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 6(7), pages 26-33, July.
    4. George, Patience Chinasa & Prof. A.M. Osuafor, 2023. "Effect of Flipped Classroom Instruction via Google Classroom on Secondary School Students’ Academic Attitude Towards Chemistry in Onitsha Education Zone of Anambra State of Nigeria," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 7(6), pages 45-59, June.
    5. Dr. Aina, Jacob Kola & Ayodele, Michael Olu & Aremu Rauf Adekunle, 2021. "Pre-Service Teacher Education and Technology Integration amid COVID-19 Pandemic in Colleges of Education," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 5(1), pages 336-341, January.
    6. Al-Yahyai, Omaira & Abdo Mohammed Al-Mekhlafi & Fawzia Al Seyabi & Wan Mohamed Fauzy, 2023. "Investigating the Effectiveness of Using Structured and Unstructured Google Classroom on Grammar Learning Among Omani EFL Post-Basic Learners, and Perceived Benefits and Challenges," World Journal of English Language, Sciedu Press, vol. 13(6), pages 165-165, July.

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