Evaluating the Technology Acceptance of Google Classroom as an Online Learning Tool: PCZC College Students’ Perspective

Abstract

This research aimed to assess the technology acceptance of Google Classroom as an effective learning platform in terms of student satisfaction, perceived ease of access, perceived usefulness, and communication and interaction. This study employed a quantitative descriptive research design utilizing a survey as a method of gathering data from a quota sampling of 295 college students to evaluate the technology acceptance of the learning tool. The instrument was adapted from a study by Zuñiga-Tonio (2021) to measure the different variables by applying Weighted Mean and ANOVA to treat the data. The result showed that college students expressed a positive reception towards Google Classroom, showcasing overall agreement and satisfaction with its features and as a learning tool. It was pointed out that Google Classroom is useful to students based on the perceived usefulness with a weighted mean is 4.019 (SD=0.9019). Students agreed that Google Classroom can easily access information, announcements, notifications, and updates relevant to the subject, and submit/upload assignments Also, there is no significant difference in terms of students’ satisfaction from students across all degree programs when using Google Classroom as a learning tool. However, a significant difference was observed in terms of the perceived ease of access, perceived usefulness, and communication and interaction. In conclusion, the research demonstrates the favorable acceptance of Google Classroom among college students, highlighting its usefulness and overall satisfaction as a learning tool. Its successful implementation serves as a testament to the effectiveness of online learning tools in enhancing educational experiences and ensuring continued academic progress even in times of crisis.