VISALI A/P VIJAYARAJ P 105816

SHEVANY A/P R K ANUMANTHAN P 105813

PIRVITA A/P SINGGARAVI P 106131
ILAVARASI A/P VASU P 106178

GGGB 6012 ACADEMIC WRITING 1

GROUP WORK: LITERATURE REVIEW

(TOPIC 3)

TITLE:
Virtual Learning Made Easy for Primary School Pupils through Google Classroom:
A Conceptual Paper

LECTURER

DR. MASLAWATI MOHAMAD

PREPARED BY:

The Effectiveness of Google Classroom Application as A Teaching

and Learning Tool for Primary Pupils: A Conceptual Paper

Visali Vijayaraj, Shevany Anumanthan, Pirvita Singgaravi, Ilavarasi Vasu

Faculty of Education, National University of Malaysia, Bandar Baru Bangi, Malaysia
Email: visali0311@gmail.com

Abstract

This study is meant to research the adequacy of Google classroom as an educating and
gaining knowledge tool among primary school pupils. A social constructivism principle
which entails that human beings analysed to their surrounding and experiences were adopted
for this study. This paper aims to explain about the effectiveness of the Google Classroom
and how it makes virtual learning easier. After reviewing the advantages and the
disadvantages of using Google Classroom, the researchers have decided to embark on this
study. Moreover, a review of past studies that are related to previous implementations of
Google Classroom in overseas as well as local have been included in this conceptual paper.
The researchers intend to use the triangulation method to collect data in order to increase the
validity of the study. As for this method, observation and interview will be used to collect
data. Furthermore, the participants of this study will be selected by random sampling method.
The consequences of this study verified that Google classroom is compelling in teaching and
learning as the outcomes confirmed that it improves this process. It is hoped that the findings
could help teachers and pupils as a whole and add value to the literature that already exists.

Keywords

Virtual learning, Google Classroom, Primary school pupils.

1. Introduction

In the 21st Century, Education rises as a compelling instrument of alter within society. It
has a few dimensions such as reasoning, brain research and humanism. Presently the
innovation is playing a crucial part within the field of education, particularly in-school
education. Classrooms are getting to alter from conventional to shrewd. When we talk about
the smart Classroom, we require certain things like computer, web, video camera, speakers,
microphone, and projector. This innovation is additionally called Virtual Classroom
Technology, where the instructor can deliver a lecture with both the mode like synchronous
and nonconcurrent virtual mode through the web. Within the advanced day and age,
innovation is very much omnipresent; in other words, it is anywhere and all over.

The foremost curiously perspective by this trend is that the education system adjusts to
technology at a quick pace which assisting the students and teachers. The innovation, which
is most frequently right on the fingertips, keeps everything and everybody updated while the
rest is getting obsolete. Classroom teaching can do wonders with the implementation and
utilisation of technology since the cutting-edge world is in require of it. The current drift is to
memorise online, where almost everything is accessible on the screen right in front of the
learner. A virtual classroom is a web classroom that permits members to communicate with
one another, see presentations or videos, associated with other members, and lock in with
resources in work bunches. The presumption is that these instruments can improve in contact
classroom instruction as well as that its fundamental nature and requirements for life after
school successfully influence the learner's instruction (Keppler, Weiler & Maas, 2014).

Google Classroom is the new Digital classroom extension. Google Classroom is a digital
platform delivered via Google Apps for Education in 2014 that serves as a free web-based
gaining knowledge of application or instructor- and ss collaboration platform. It can be a
learning management program that allows teachers to take lessons, invite and welcome
students to the course and start trading courses materials. It helps teachers and pupils to
communicate announcements, tasks, writing notes, sending tasks and projects. This
Classroom allows teachers to rapidly shape and coordinate tasks, efficiently offer feedback
and easily interact with their students. A teacher can make a Google Classroom for any
unique situation comprising of all the scholars having a region to that lesson and can, besides
incorporate higher instructor for the same subject, which makes a distinction the rookies to
select up extra thoughts on the comparable subject from exclusive teachers as correctly as
online assets as nicely for similarly sustenance.

The themes to be covered, reference materials may be insinuated to students well in

development so that students can come well arranged for the subject that can add more
interaction within the overall learning. Pupils provide notification to their emails, gadgets
implemented with the same app whenever an activity is taken in the Google Classroom, such
as posting any notifications, assignments, etc. by the facilitator, when a course learner asks
any questions related to some specific subject, or even when they start an unused discourse.
Google Classroom falls impeccably into the category of flipped classrooms that are becoming
increasingly well established in expansion to this.

2. Literature Review

Theoretical framework: Social Constructivism

This study used a theoretical framework based explicitly on the primary on the
social, creative movement that attributes abundant of human beings' learning to their
environment and experiences. John Dewey, Moreover, as Bulgarian monetary unit Vygotsky,
assumed that humans' gaining knowledge of is indivisible from their understanding twelve
(Liu & Chen, 2010). Technology integration and the terrible active nature of it rest absolutely
on the constructivists' idea in its original type (Schcolnik, Kol, & Abarbanel, 2006). In other
words, as students have interplay inside the technology-centred schoolroom, they research
from the interactivity and experiences in that. Students examine a lot of, constructivists hold,
after they will assemble the data for themselves, instead of hearing and repetition it.
Knowledge, therefore, is no longer transferred to them by way of a tutorial or teacher, on the
other hand as a substitute thru experiential involvement within the acquisition of records (Lin
& Jou, 2013). Varied kinds of this theory are used in education, with the foremost goal of the
schoolroom morphing from teacher-centred to student-centred getting to know (Ouyang &
Stanley, 2014). Technology-based school rooms and their integration serve the parameters of
artistic movement properly in additional ways in which than only the active, student-centred
approach. The academics or facilitators of technology mentioned above additionally have
interaction in inventive motion as they pull on previous statistics and understanding (Liu &
Chen, 2010). due to the fact of the artist faith that other interactions form future learning, the
Terri facilitators of science integration, teachers, additionally carry a myriad of experiential
instructions to the computer-based schoolroom ecosystem (Schcolnik et al., 2006).

Furthermore, because of drawing grasp and conclusions often based upon previous
environments and interactions, teachers might, even unknowingly, practice previous
experiences and attitudes towards a unique challenge (e.g., technology) to the current setting.
These beliefs and attitudes command via the teacher than a good viewpoint that decides the
teacher alternatively feels, implements, and utilises specific in-class strategies. In short,
Associate in the Nursing understanding of artistic movements and the way people produce
that capacity from preceding experiences, in turn, shapes the capacity academics apprehend
and implement new equipment like science in their faculty rooms (Lin & Jou, 2013; Ouyang
& Stanley, 2014)

2.1 Advantages of using Google Classroom for Virtual Teaching

Crawford (2015) says Google Classroom get students to be interactive during their learning
process. A teacher can add materials and provide college students with feedback. Pupils too
can add substances and vote on individually. The students ought to also cooperate. They can
share their reports and can construct the best job in this way. Keeler (2014) says Google helps
classroom collaboration. Speaking of feedback, Google Classroom lets in to provide the
online bolster to learners, which ability that enter will be extra successful, as new comments
will have an increased influence on the learners' minds. Pupils can comment on areas inside
photos for a range of online courses.

In turn, teachers should be able to include URLs for exciting feedback and use them to
facilitate online dialogue. The handle of accommodation work is good, too. Teachers can
complete the assignments given, set the due date and submit individual copies to each
student. There is no reason for the students to be missed out. Once pupils complete the task,
they "check it in" and it is exchanged with teachers accordingly. No more for handling
handouts. No more tendinitis from carrying packs of student work. Feedback is the
superpower of Google Classroom. Feedback is the superpower of Google Classroom.
Commenting can take place at each step of a task. After work is allotted, pupils can too
submit questions. Those hesitant to speak in course can nevertheless assist online. Teachers
remark on works-in-progress, giving assist alongside the way. Feedback on achieved work
can be a two-way discussion, reflecting an in-class conference. No more significant messy
facet notes that students overlook.

Ajjan and Hartshorne (2008) remarked that this web 2.0 tool is effectively open to both the
learner and the instructor entirely in an online environment and that it is not accessible and
available to learners who do not belong to an instructive establishment or who are a part of
some course. Google maintained the Classroom updated with latest learning trends like
configuration. A recent update makes it easier for teachers to create assignments for single
pupils or classes. Google has identified this as a discreet way of offering extra help to
struggling pupils. Use Google Classroom in conjunction with Chromebooks and the G Suite
for Education apps has encouraged pupils to take responsibility for their learning, which is a
crucial component of customisation.
One of the best features of Google Classroom is that it is fully integrated with all other
Google apps, making it easier and frequently accessible. As a result, students and teachers
can instantly share information rather than hope to submit work through various platforms
(Catapano, 2019). According to Zhang (2016) using Google Classroom is easy-breezy even
for a non-Google user, especially when you are accessing it through Google browser called
Google Chrome which has the most excellent compatibility making it accessible from
electronic communication devices such as computers, mobile phones, and tablets. Apart from
being accessible through various devices, it is a piece of cake for teachers to add pupils,
create Google documents for assignments and make announcements, post videos, add links,
or even attach files from Google Drive (Pappas, 2015). Pappas (2015) also states that it
would be equally comfortable for pupils to log in to the Classroom, receive and submit
assignments. Pupils can start their work with just one tap, then show the assignment and then
open a Google Doc. Moreover, absent pupils can immediately access materials and
assignments from home. In the long run, it could help save teachers and students from much
stress (Masterson, 2016).

It is clear to us that technology has been slowly incorporated into the teaching and learning
process for many years and changing the way each generation of children is taught. Catapano
(2019) notes that Google Classroom has the function of facilitating paperless interaction
between teachers and pupils. Though Google Classroom has recently been adopted, teachers
are increasingly embracing online searches, word editing and multimedia presentations,
according to Shahinaz Abdelrahman (2017). This shows that teachers were already
digitalising their materials and resources. For example, the amount of paper used and stored
have decreased in many ways, such as attendance register and teaching resources to save time
in searching for a folder and to save storage spaces. By unifying tools for eLearning at one
cloud-based venue, teachers can go paperless and stop thinking about printing, handing out,
or even losing the work of pupils. (Pappas, 2015). The same goes for the students, even if
they do not have it physically in their presence, they cannot miss work. Since they usually
operate on Google Drive, all save automatically (Masterson, 2016). (Masterson, 2016). All
classwork can be handled online, if pupils have access to the Internet which means no copies,
and this is ultimately cost saving (Masterson, 2016).

Also, Google Classroom is an interactive educational tool which provides a mixed learning
environment, a mix of face-to-face and online learning. According to Keeler (2014) reported
that Google Drive is a system used in Google classroom, which supports a blended learning
environment which to assign and assemble digital works for pupils. Therefore, the flipped
classroom model is used in the implementation of blended learning that uses technology for
learning outside the Classroom. This model focussed on students (student-centred), which
engage pupils actively to enhance their knowledge and obtain information as possible in and
outside of a class. The use of Google classroom in the teaching and learning process proved
that it would create an opportunity for the pupils to deliver their opinions. Indirectly, it helps
to develop interpersonal skills between "teacher- pupils", "pupils- pupils" where teachers can
make announcements, prompt questions and pupils discuss and comment on the tasks given.
This is also endorsed by Lee (2020), Google Classroom used as a flipped classroom,
beginning with content, videos, events, links, and then discussing the content in the
Classroom improve students' ability to create social networks to gain knowledge and enrich
pupils with the lessons.

In Malaysia, Google Classroom is growing among teachers and pupils from day today. Carsia
(2019) describes that pupils can stay organised with their digital devices such as phones,
laptops and tabs for class documents and assignments. This requires pupils to participate in
the use of the latest technologies to stay coordinated in class. Google Classroom plays a vital
role to organise information digitally, distribute, and collect assignments, course materials,
and student work. Besides, Lexie (2019) added that Google Docs is efficiently organised and
customised in Google Drive folders by integrating other Google products like Google
Calendar. It shows that teachers can upload their assignment or tasks for the pupils that have
due dates on the Google Classroom Calendar. It helps avoid confusion about which tasks are
due. Directly, it reminds the pupils to complete their assignment within the times. Thus, it
shows that Google Classroom helps the educators to organise their work by units and pupils
to complete their works correctly.

2.2 Disadvantages of using Google Classroom for Virtual Learning

However, Google classroom also consists of some dangers which affect both the teachers and
the scholars. One of the disadvantages is that it is enclosed and more like putting a private
environment for learning (Scragg, 2018). Although growing a lecture room in google appears
straightforward, the students must have specific accounts, and the instructor who joins the
class must create it for every pupil, as private Gmail bills are not allowed to use the Google
classroom. For example, the email that the trainer creates a need to contain several letters and
numbers which would be difficult to remember. Therefore, the teachers need to create new
bills for the students, which include themselves through the Google Classroom area to
maintain the study room private. Sometimes, this may lead scholars to forget their account
addresses and passwords. Since it is a private environment, the broader faculty community,
public or maybe the mother and father are not able to share the gadgets that teachers post due
to the fact the best way to get to the net google classroom is through the pupil's account.
Thus, Google Classroom is enclosed, and it is far more to a secret group where most
straightforward the instructor and the scholars can join the chosen Classroom.

Furthermore, it is undeniable that the Google Classroom does allow teachers to grade their
pupils' work, but it does not contain a full-fledged grade book to record their marks. Teachers
can only grade them by changing the number value where they must click on the "point
value" and grade them from one to a hundred. This grading system does not follow the
Classroom-Based Assessment. It might be difficult for the teachers to assess their pupils'
performance level from one to six on each task that they assigned. As we know, Classroom-
Based Assessment is essential as it is more to student-centred learning and it also focuses on
character building which helps the pupils to build and reinforce necessary skills such as
reading, writing, counting and reasoning before they move on to the lower secondary level
(Hazilina Aziz, 2018). So, it is essential for every teacher to know their pupils' strengths and
weaknesses and teach them according to their level so that the pupils can develop according
to their ability. For example, if learning takes place in a classroom, a teacher can carry out
activities in the form of quizzes, games, role play, story-telling and assign simple projects for
the pupils to develop their moral values such as teamwork, turn-taking, honesty, respect for
others, co-operation, hardworking and so on. Those assessments which focus on character
building is essential because it is going to stick with them for a lifetime and it is going to
make the pupils a better person in the future (Kuehn, 2020).

Meanwhile, Google Classroom does not allow pupils to gather and collaborate with their
peers, where it only allows them to discuss through the Internet by commenting below the
posts. As a result, pupils might fail to develop moral values. This situation also did not allow
the teachers to assess pupils according to their rubrics or multiple criteria options since the
observation is not occurring in Google Classroom. Thus, Google Classroom limits the
grading of the pupils' tasks.

3. The Use of Google Classroom as a Virtual Learning Environment (VLE)

Google Classroom has gained popularity over the world as Virtual Learning. It is listed as an
available digital learning platform for teachers and pupils in teaching and learning processes.
Various studies on Virtual Learning through Google Classroom were conducted and
concluded with positive outcomes. The quantitative approach was chosen for their studies.
Apart from that, some previous studies also focused on the triangulation method to get valid
data to analyse the application of Google Classroom in their research. There are few studies
conducted in Palestine, India, Pakistan (Zeiadee Khalil, 2018; Sathyendra, Ragesh, Bikramjit
& Rio 2018; and Kaukab & Nayab 2018). Limited studies were conducted in Malaysia
(Hapini, Zahurin, Wan Rozaini, Aidayani, Mazzlida & Wan Yusof 2019; and Kumar,
Berwell & Osman 2020; Izwan, Jastini & Sarah 2019).

3.1 Previous Studies on the Implementation of Google Classroom

As mentioned above, some past studies have been done before this. A study by Zeiadee
Khalil (2018) studied on EFL students’ perceptions towards using Google Docs and Google
Classroom as online collaborative tools. The finding of this study indicated that the role of
Google Application namely Google Document help to establish a collaborative learning
platform since, it improves communication among teachers and pupils. Besides, the research
question focussed on the learners’ attitudes towards the use of Google Applications namely
Google Docs. Zeiadee Khalil (2018) chose six Palestinian EFL learners, 4 females and 2
males between the ages of 16-40 as participants for this study. Data were collected through
pre and post-questionnaires and semi-structured interview. Moreover, Zeiadee Khalil (2018)
study finding showed that pupils can develop collaborative learning environment as well as
improve their grammar skills. Hence, it shows that Google Document supports one of the
21st- century learning skills (4C), collaborative learning among teachers and pupils to
complete tasks easily.

Besides, Sathyendra et al. (2018), studied the efficiency of submitting assignment

automatically to the educator through Google Classroom among 15 students. The data of this
study gathered through the submission of assignment through Google Classroom. They
considered that it was an innovative teaching and learning processes to track pupils' works.
The finding of research showed the overwhelming success of technology to keep track of and
access to pupils' assignments through e- learning. This supported by Kyeong (2016) study
which focused on using Google Document, pupils could invent online documents as well as
submitting tasks or assignments easily and it helps the teachers to track pupils’ work easily.
Sathyendra et al. (2018) also mentioned in his studies, the submission mode through Google
Classroom helps the teachers with the issues of handwriting and could avoid deadline issues.
However, the primary concern about this study is that pupils can view their peers' answer,
and there are chances to edit the assignment. Moreover, this research also stated a solution for
the limitation by applying a plagiarism check. Indirectly, this study shows the effectiveness
of Google Document to submit assignments and tasks easily.

Kaukab & Nayab (2018), design research about the effectiveness of Google Classroom based
on teacher experiences. The semi-structured interview has been selected to obtain details
from 12 higher education teachers from three different Universities. The findings from
interviews have arranged through coding. Thus, the finding from, Kaukab & Nayab (2018)
study showed the application Google Classroom as a facilitation instrument to help pupils to
upload their tasks in Google Document, arrange classes and interact with pupils. However,
some teachers admitted that it is not used as user-friendly due to any inefficiency and lack of
ease of use it.

Based on these past studies, it shows that Google Classroom is useful as a pedagogical tool
among teachers and pupils in this 21st century. Using Google Document in teaching and
learning process able to trigger pupils’ interest towards the lesson and it reduce burden of
teachers. However, these researchers raised some problems to implement Google Classroom
effectively.

3.2 Previous Studies on the Implementation of Google Classroom in Malaysia.

According to Kementerian Pendidikan Malaysia (2016), stated that the Virtual Learning
Environment (VLE) has started to be embedded in Malaysia, since 2012. Ministry of
Education Malaysia announced a new pedagogical tool, Google Classroom as a replacement
for Frog VLE as a new VLE tool in teaching and learning processes in 2019. Hence, there
were few limited kinds of research on the effectiveness of Google Classroom that was
discussed from 2019 to 2020 in Malaysia. In line with the result of these studies can be seen
the positive outcomes towards the research objectives. By (Hapini, Zahurin, Wan Rozaini,
Aidayani, Mazzlida, Wan Yusof & Wan Hamat 2019; Jeya, Bervell & Sharifah 2020; Izwan,
Jastini & Sarah 2019 and Hapini, Zahurin, Faiz, Wan Rozaini, Amirul & Akhmad 2018).
Table 1 summarises the outcomes of the implementation of Google Classroom in Malaysia
from previous studies.
 The next relevant research is research that aims at Virtual Learning Environment (VLE)
Implementation Strategy by Hapini et al. (2019). Hapini et al. (2019), proposed the VLE
technique as a guideline for the implementation of Google Classroom in Malaysia and
developed VLE Success Model throughout the research. The data collected by 14 participants
showed the Google Classroom help the teacher to deliver content using technology platform.
Apart from that, through the studies, the researchers mentioned about many schools did not
have specific implementation strategies on how to manage Virtual Learning Environment
through Google Classroom as one of the limitations. Hence, it shows that teachers in
Malaysia are still worried on how to use Google Classroom.

Jeya et al. (2020), the researchers used mixed approaches from pupils and teachers to receive
exact details. They studied the usefulness and easiness that influencing the application of
Google Classroom by collecting data seventeen students and three educators. From the result
of the study, they have been achieved their research objective, which shows positive
outcomes on the usefulness of Google Classroom among pupils and teachers. Nevertheless,
there are few limitations shared by the participants such as privacy pupils, lack of
communication among peers, and the face to face method effected.

Moreover, Izwan et al. (n.d.), studied the implementation of Google Classroom as a tool in
the classrooms. Izwan et al. (n.d.), studied the benefit of Google Classroom's active learning
activities for the class. The finding collected through a set of questionnaires which was given
to 100 of the samples. The finding from the research concluded that it is a useful learning
tool. The studies indicated positive outcomes as it is efficient to allow pupils to succeed in the
online environment, VLE. Additionally, Hapini et al. (2018), conducted a graphic design to
analyse Malaysian teachers' perspective to continue using VLE. The results of this mixed-
method study showed that teachers are interested in using VLE in their classrooms.

Based on these studies above, it can be related to the research objectives that focused on the
implementation of Google Document through Google Classroom as Virtual Learning. The
findings from the previous researches indicated the use of Google Docs help pupils and
teachers to submitting their assignments efficiently. Thus, it is the appropriate time to design
a specific guideline document for Google Classroom as it still in the pre-adoption stage in
Malaysia (Kementerian Pendidikan Malaysia, 2019). The finding from past studies shows
that the implementation of Google Classroom is valid to a certain extent.
4. The Proposed Study

Generally, most of the schools in Malaysia, including the primary schools and secondary
schools are currently focusing on the Google Classroom as the teachers are exposing the
pupils to Information and Communication Technology (ICT). This ICT lifestyle gives a
significant impact on the way they communicate, and it changes how they interact and
gathers information. This presence of ICT in education allows a new way of learning for both
pupils and teachers. Learning through online classroom is becoming increasingly popular all
around the world. Since there are various unprecedented events taking place in our lives, this
does not only open opportunities for schools to ensure that pupils have access to curriculum
materials while in the classroom but also allows the teachers to ensure pupils outside the
classroom such as at home, hospitals or even in restaurants can learn, Meenakshi (2013). The
teachers prefer teaching their pupils through Google Classroom, especially using Google
Document rather than teaching through the traditional method in the classroom as the pupils
are getting bored sitting in their respective classrooms for the entire year. Since our current
education system is emphasising more on ICT skills, the government is training the teachers
to get used to the Google Document and the other educational applications such as Kahoot,
Powerpoint Presentation, Hot Potatoes, Schoology and more in order to engage the pupils to
the lesson. Even though the teachers in Malaysia rarely receive training on how to use the
Google Document in a proper way, they still apply it their teaching and learning process
because Google Document is user friendly.

Table 1: Previous research conducted in Malaysia regarding the use of Google Document
and its effects on the pupils

Author (s) Year Design n Focus

Izwan Nizal,Jastini n.d Case study 100 Application of Google Classroom

& Sarah Syamimi as a Tool for Teaching and
Learning

Jeya, Bervell 2020 An Action 20 Insights from Malaysian Higher

& Sharifah research Education Students’ and
Instructors’ Experiences
Hapini, Zahurin, 2019 An Action 14 Virtual Learning Environment
Wan Rozaini, Aidayani, research (VLE) Implementation Strategy
Mazzlida &
Wan Yusof

Hapini, Zahurin, 2018 An 643 Teachers' intention to continue

Wan Rozaini, Amirul & Explanatory using Virtual Learning
Akhmad Environment (VLE)
study

The above-mentioned studies were carefully reviewed by authors and after considering a
few points, the researchers finally proposed the implementation of the Google Document in
primary schools. All the privacy, confidentiality, anonymity of the selected school as well as
those who involved in this study will be highly valued by the researchers. 3 research
instruments will be used in this study. Firstly, 4 observations (once a week) will be conducted
by researchers. Each observation would take about 1 hour (2 periods) as pupils need some
time to settle down before and after they move to the computer laboratory. In order to
increase the reliability and validity of this study, 20 pupils with intermediate proficiency level
(age range is between 9 to 11 years old) will be chosen as the participants. These pupils are
proficient in their language. The parents of the selected participants will be given a consent
form earlier before carrying out the intervention in order to get permission for the children to
participate in the study. Observations help the researchers to fulfil the research objectives
such as:

 To make sure the pupils are able to follow the steps correctly to operate the PC
system.
 To observe how the pupils access to the Google Document application to complete
their task without guidance.
 To observe the challenges faced by the pupils before, during and after completing and
uploading the task in the Google Document.

The selected pupils’ participation in the Google Document will be carefully observed
and recorded by researchers using the evaluation criteria which is prepared by the researchers
according to the pupil’s level. This evaluation criteria helps the researchers to validate the
study. Besides, both Malay and English language will be used to make sure that the pupils
understand the instructions. This is because, Malaysia is a multiracial country and Malay
language is also known as the language of instruction in Malaysia. Since the participants are
chosen from different races, both language will be used equally so that it would not be harder
for them to understand.

In order to help the teachers, the researchers will provide a guideline for the teachers
on how to instruct and guide the pupils. A short briefing will be given to the teachers on how
to use the Google Document in order to make sure that the teachers are used to it and be able
to teach the pupils. The teachers will bring the participants to the computer laboratory and
arrange the seats for them. The teachers will set a task for the pupils earlier in the Google
Document application in order to save time. Once the teachers give the Email address to the
pupils, they will be given a short explanation on how to use the Google Document as the
pupils are logging in for the first time. After the pupils log in to the Google Document, they
will be instructed on what they have to do in it. The researchers will also guide the pupils
who are having trouble in using the Google Document because some pupils might not be
used to it. However, the teachers will display the steps through LCD projector so that the
pupils can catch up easily. The teacher will monitor the pupils time to time and record it in
their evaluation form. Later on, the teachers will discuss with the other team members to
share their results and also ensure the practicality and applicability of the Google Document
among the pupils. This study will also observe the level of support provided by teachers to
their pupils in using Google Document such as the level of difficulty of the task, the number
of tasks, the font size and so on.

Apart from that, the researchers will observe challenges faced by the teachers as well
as the pupils in implementing the Google Classroom in teaching and learning. The results
obtained from the observation will be further discussed, verified and triangulated by
conducting individual interviews with the selected teachers. Individual interview helps
researchers to accept the facts and to avoid disagreements that the teachers faced during the
implementation of Google Classroom. After observing for four weeks, the teachers involved
will be interviewed by researchers. These teachers will be interviewed by the researchers and
the questions will be based on a list of questions. This is to make sure that the teachers
involved get the same set of questions. Each of them will be interviewed after the
implementation of Google Document and each interview session will take about 15 to 30
minutes. Later on, the 20 selected pupils will be called and interviewed by the researchers to
know how they actually find the Google Document application if they prefer it to be applied
in the daily teaching and learning process. The interview session will be conducted in a
classroom. All the responses of interview questions will be noted in a piece of paper for
further discussions. Finally, all the respondents will be asked to answer questionnaire
prepared by the researchers regarding the effectiveness of Google Document. Then, the data
will be collected and analysed to identify how google Document helped in their learning.

Student Participant Selection and Research Ethics

Participants’ selection will be based on random sampling. Random sampling is an unbiased

sampling technique which can be used to collect data easily from the population of the
targeted group (Lavrakas, 2008). This means that each pupils of the targeted group has an
equal probability of being chosen as a participant. The participants will be selected based on
the following criteria:

 aged between 9 – 11 years old and have enrolled at a primary government school
 intermediate proficiency level
 permitted by their parents to participate in this study.

The school selected for this study will be provided with an approval letter to be signed.
This would be an official letter proving that permission was granted by the administrators of
the school to allow the study to be conducted on selected pupils. This study would only focus
on primary school students who are from 9 to 11 years old. This is to ensure that we did not
take participants who are too young to explore Google Classroom which would consume time
as we would have to teach the pupils on how to use the Google Classroom. Moreover, the 12
year old pupils would not be allowed to participate as they would be focusing on their UPSR
examination preparations. Therefore, it is practical to be choosing participants randomly from
9 to 11 years old to ensure the study would be conducted smoothly without any issues.

Willingness and consent of parents for their children to participate in this study is the key
to participants’ selection. The process throughout the research involving their children would
be documented with pseudonyms. This is to maintain the anonymity of the pupils involved in
this study. Most importantly, after the selection of participants, parents would be required to
submit a written consent as an evidence of allowing their children to participate in this study.

5. Conclusion

There are many studies on virtual learning, especially on Google Classroom, with successful
outcomes. Most of the studies reported positive outcomes in the area of ESL learning among
young learners Hapini et al. (2019). However, Malaysian based studies are still very limited.
Hence, the researchers intend to embark on this study.

It is worth using Google Classroom because it lets teachers save a lot of time and
resources. It also provides a healthier lifestyle for both teachers and students, providing them
with creative ways of teaching and learning using technology. This is mainly because, people
of this current era are living their daily lives with the help of technology in many aspects and
the teaching and learning process have evolved tremendously with the integration of
technology. It cannot be denied that Google Classroom is effective to a great extent as it
makes life simpler by enabling accessibility of their classwork through their devices from
anywhere at any time. Therefore, pupils and teachers have access of classwork and
assignments at their fingertips.

The findings of this study could enlighten on the use of Google Classroom as a virtual
learning platform. It is hoped that with some published findings on the use of Google
Classroom in Malaysia, it could create an avenue for local teachers to consider the integration
of virtual learning in upcoming classroom activities. These findings could help teachers to
employ a more purposeful use of Google Classroom when engaging pupils during and also
after schooling hours. Furthermore, it is hoped that the findings of this study will contribute
immensely to the future researches about Google Classroom for the benefit of not only
educators but also learners.

Conflicts of Interest

The authors declare no conflicts of interest regarding the publication of this paper.
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