Use Of Google Classroom for Instruction in the FCIC College Department

Abstract

This study assessed the satisfaction levels of faculty and students in the FCIC College Department regarding their use of Google Classroom, focusing on its perceived usefulness and ease of use. A descriptive-correlational research design was employed, utilizing frequency counts, percentage distributions, and statistical analyses, including the Fisher-Freeman-Halton test for faculty and Spearman correlation for students, to evaluate the relationship between socio-demographic factors and satisfaction levels. The findings revealed that faculty and students were very satisfied with Google Classroom. Faculty members reported that the platform's ability to streamline classroom management, improve communication, and support instructional efficiency was highly beneficial. Students found that the platform enhanced the quality of learning, simplified assignment submissions, and provided clear feedback on their performance. There were no significant relationships between socio-demographic variables and satisfaction levels, indicating that factors such as age, sex, and department/program affiliation did not significantly impact perceptions of Google Classroom. The study also highlighted benefits, such as increased organizational efficiency, as well as challenges, including technical issues and limited interaction. Based on these findings, an action plan was proposed to address the challenges and further improve the integration of Google Classroom into the teaching and learning processes.