Undergraduates’ Interest and Self-efficacy on the Utilization of Google Classroom for Learning Web-based Multimedia Instruction in University of Ilorin.
CHAPTER ONE
Objective of the study
The objectives of the study are;
- To find out the perception of undergraduates of University of Ilorin on google classroom for learning Web-based Multimedia instruction
- To investigate the effects of the google classroom-based instruction on students’ learning engagement and internet self-efficacy.
- To determine the effectiveness of the implementation of Google classroom as multimedia in University of Ilorin
CHAPTER TWO
REVIEW OF RELATED LITERATURE
Google Classroom
Google Classroom is part of the online Google Apps for Education (GAFE), suite of packed productivity applications for teachers and students in learning and online collaboration. This application is downloaded for free but it must be placed at the level of educational institutions. While GAFE contains many popular Google applications such as Gmail, Google Calendar, and Google Drive, which can be accessed by anyone, Google Classroom is only found at GAFE. This application provides a central site for communicating with students, sending feedback and providing homework. Some of the main strengths of Google classroom are time-saving and organizational features that are easy to use and very simple. Google classroom is like a virtual extension of brick and mortar classrooms. It starts with creating classes and adding students. Then it explores the features found in this application such as sending information, starting discussions, distributing and collecting tasks [4]. Google classroom is a Learning Management System (LMS) offered by Google for teachers. This application provides a central location to communicate with students, ask questions, and make assignments. In an increasingly digital world, google classroom helps facilitate online learning for digital learners today. Similar to many new applications, google classroom comes with a unique look and feel. Because of this method, the teacher organizes classrooms uniquely as teaching methods because the google classroom starts as a blank canvas. Before we can add students to google classroom, the teacher needs to make an online class for physical classes. When the teacher uses google classroom, the situation can appear where the class does not have a physical class associated with it. For example, distance learning classes and large school events can use Google Classroom without students’ physical classes. The teacher will feel comfortable with everything in Google Classroom. Being a class teacher will include options that are not visible to students and allow you to change what students can do on Google Classroom. The teacher will be able to add students to class, make announcements and assignments, and just upload material from his view.
Chapter Three
Research methodology
Research Design
The research design adopted in this research work is the survey research design which involves the usage of self-designed questionnaire in the collection of data. Under the survey research design, primary data of this study will be collected from Undergraduates in University of Ilorin in order to determine Undergraduates’ interest and self-efficacy on the utilization of google classroom for learning Web-based Multimedia instruction in University of Ilorin. The design was chosen because it enables the researcher to collect data without manipulation of any variables of interest in the study. The design also provides opportunity for equal chance of participation in the study for respondents.
Population of Study
The population of study is the census of all items or a subject that possess the characteristics or that have the knowledge of the phenomenon that is being studied (Asiaka, 1991). It also means the aggregate people from which the sample is to be drawn.
Population is sometimes referred to as the universe. The population of this research study will be Seventy-five (75) selected undergraduates of university of Ilorin
CHAPTER FOUR
DATA PRESENTATION, ANALYSIS AND DISCUSSION
This chapter is about the analysis and presentation of data collected from the field through questionnaire. The analysis of the data with particular question immediately followed by the presentation of findings.
As mentioned in chapter three, 50 questionnaires were administered and 50 were retrieved and necessary analysis was carried out on them and presented as follows:
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was to ascertain Undergraduates’ interest and self-efficacy on the utilization of google classroom for learning Web-based Multimedia instruction in University of Ilorin. In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing the challenges of Undergraduates’ interest and self-efficacy on the utilization of google classroom for learning Web-based Multimedia instruction
Summary
This study was on Undergraduates’ interest and self-efficacy on the utilization of google classroom for learning Web-based Multimedia instruction in University of Ilorin. Three objectives were raised which included: To find out the perception of undergraduates of University of Ilorin on google classroom for learning Web-based Multimedia instruction, to investigate the effects of the google classroom-based instruction on students’ learning engagement and internet self-efficacy and to determine the effectiveness of the implementation of Google classroom as multimedia in University of Ilorin. The total population for the study is 75 undergraduates of university of Ilorin. The researcher used questionnaires as the instrument for the data collection. Descriptive Survey research design was adopted for this study. The data collected were presented in tables and analyzed using simple percentages and frequencies
Conclusion
Google Classroom is a part of Google Apps for Education (GAFE) from productivity applications for teachers and students in learning and an online collaboration. This application is downloaded for free but it must be placed at the level of educational institutions. The benefits of using google classroom in implementing education in university of Ilorin is to improve the teachers’ and students’ quality to use technology wisely, especially for learning process, saving time, being environmentally friendly, overcoming distance of residence, increasing collaboration among students, timeless communication, and as a secure document storage.
Recommendation
It is timely that google classroom’s tools should be integrated into the teaching and learning of data mining software, not solely because it is a useful utility tool. More importantly it is pedagogical tool that will enhance the teaching and learning of data mining and related application.
References
- Aagaard, J. (2017). Breaking down barriers: The ambivalent nature of technologies in the classroom. New Media & Society, 19(7), 1127-1143.
- Al-Emran, M., Elsherif, H. M., & Shaalan, K. (2016). Investigating attitudes towards the use of mobile learning in higher education. Computers in Human Behavior, 56, 93-102.
- Al-Maroof, R. A. S., & Al-Emran, M. (2018). Students Acceptance of Google Classroom: An Exploratory Study using PLS-SEM Approach. International Journal of Emerging Technologies in Learning (iJET), 13(06), 112-123.
- Anshari, M., Almunawar, M. N., Shahrill, M., Wicaksono, D. K., & Huda, M. (2017). Smartphones usage in the classrooms: Learning aid or interference?. Education and Information Technologies, 22(6), 3063-3079.
- Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.
- Dufresne, R. J., Gerace, W. J., Leonard, W. J., Mestre, J. P., & Wenk, L. (1996). Classtalk: A classroom communication system for active learning. Journal of computing in higher education, 7(2), 3-47.
- Evans, C. (2014). T witter for teaching: Can social media be used to enhance the process of learning?. British Journal of Educational Technology, 45(5), 902-915.
- Glaser, B. G., & Strauss, A. L. (2017). Discovery of grounded theory: Strategies for qualitative research. Routledge.
- Gunawan, F. I., & Sunarman, S. G. (2018). Pengembangan Kelas Virtual Dengan Google Classroom Dalam Keterampilan Pemecahan Masalah (Problem Solving) Topik Vektor Pada Siswa SMK Untuk Mendukung Pembelajaran. In Prosiding Seminar Nasional Pendidikan Matematika Etnomatnesia.
- Hakim, A. B. (2016). Efektifitas Penggunaan E-Learning Moodle, Google Classroom Dan Edmodo. ISTATEMENT, 2(1).
- Asnawi, N. (2018). Pengukuran Usability Aplikasi Google Classroom Sebagai E-learning Menggunakan USE Questionnaire (Studi Kasus: Prodi Sistem Informasi UNIPMA). RESEARCH: Computer, Information System & Technology Management, 1(1): 17-21. [2]
- Henukh, A., Nikat, R. F., Simbolon, M., Nuryadin, C., & Baso, Y. S. (2019, October). Multimedia development based on web connected Massive Open Online Courses (cMOOCs) on the basic physics material. In IOP Conference Series: Earth and Environmental Science (Vol. 343, No. 1, p. 012160). IOP Publishing.
- Gunawan, F. I., & Sunarman, S. G. (2018, February). Pengembangan Kelas Virtual Dengan Google Classroom Dalam Keterampilan Pemecahan Masalah (Problem Solving) Topik Vektor Pada Siswa SMK Untuk Mendukung Pembelajaran. In Prosiding Seminar Nasional Pendidikan Matematika Etnomatnesia.
- Soni, S., Hafid, A., Hayami, R., Fatma, Y., Wenando, F. A., Al Amien, J., … & Hasanuddin, H. (2018). Optimalisasi Penggunaan Google Classroom, E-Learning & Blended Learning Sebagai Media Pembelajaran Bagi Guru Dan Siswa Di SMK Negeri 1 Bangkinang. Jurnal Pengabdian UntukMu NegeRI, 2(1): 17-20.
