A.Manan and Hanafi / Journal of Applied Arts Vol.

1, Issue 1 (2019) 64-72

JAPPAJournal- Journal of Applied Art

Copyright © Publisher Scientific Academia Network (Scientiaca)
E-ISSN:2720-7019 online

ARTICLE
GOOGLE CLASSROOM : STUDENT’S ACCEPTANCE USING UTAUT
MODEL
Nor Zanira Abd Manan a,*, Hafizul Fahri Hanafi b
a,b Faculty of Arts, Computing And Creative Industry, University Pendidikan Sultan Idris,, MALAYSIA

*Corresponding author: [email protected]

ARTICLE HISTORY ABSTRACT

Received:15 October 2019
Accepted:16 November 2019 This research is conducted to study the acceptance of form four students towards the use of Google Classroom
Published Online:30 November 2019 in learning the Islamic Education subject. The researcher implemented the survey study by including 40 Form 4
students from SMK Setia Alam, Shah Alam as respondents. Meanwhile, a pilot study was conducted in SMK
KEYWORDS Subang Bestari with a total of 35 respondents which obtained 0.844 alpha cronbach. The inputs obtained from
Google Classroom the respondents were analyzed using the 23rd version of the SPSS software by integrating descriptive analysis.
Islamic Education Subject The questionnaires of this research study was measured based on the use of UTAUT (Unified Theory of
UTAUT Acceptance and Use of Technology) model. The results of the study indicated that all students are interested and
ready to incorporate the use of Google Classroom in their teaching and learning sessions and ergo, it proved that
the use of Google Classroom as teaching aids can consequently make teaching and learning process far more
effective and meaningful.

1.0 INTRODUCTION elevate students’ writing skills. Such patterns of learning

can also be delivered in a more casual way which
he advancement in the field of IT has progressed

T
simultaneously helps introverted students who face troubles
along with the development of the internet. to communicate. Not only that, they can also learn
Nowadays, the internet is accessible anytime by collaboratively among their peers. Those who are
using multiple devices such as the smartphones, laptops introverted may find it lot harder to initiate social
and many more by all stages of ages. The internet also relationships and may choose to communicate privately and
offers a plethora of free applications and could be used resort to doing activities on their own, or only with their
anywhere and anytime. Applications are described as a closed ones (Nursyahrurahmah, 2017; Saliba, et al., 2015).
programme that is downloaded in a smartphone and is Not only that, Mohd Noorhadi (2017) stated that
accessible anytime and anywhere according to the needs of the use of ICT in the classroom will cultivate the interest of
the users (Ronizam et al., 2016 ; Md. Rashedul, Md. the students to learn, and will make the learning process to
Rofiqul & Tahidul Arafhin, 2010). Each higher institutions, be more fun and engaging. He also proclaimed that the use
offices, schools and even most homes are fully-equipped of social media such as Facebook, e-learning, M-learning,
with the internet access for many reasons. This has proven Youtube, online websites and other social media platforms
that the internet is crucial, not only for official matters, but in teaching and learning process is crucial, aligned with the
also for minor matters such as bills payments, finding rapid development of the education world that is becoming
additional information or solely for entertainment purposes more modern. The application of ICT in the classroom also
or finding information about the outside world. Today’s allows students to learn in their own ways, needs and
generation grows with the advancement of technology. In interests respectively (Herlina et al., 2018).
fact, some of them are fed with such electronic devices at a
very young age due to the parents who are constantly being
bogged down with work. 2.0 PROBLEM STATEMENT
Thus, teachers play a pivotal role to attract
students to be engaged with the subject that is being taught. The Islamic Education subject is undeniably one of
Teachers are advised to use a plethora of applications that the core subjects in the education system and has always
are prepared by web 2.0 to interact with students at school been perceived as a very monotonous subject to the
and out of school. According to (Saifuddin Chalim dan E. students. However, it has surprisingly received positive
Oos, 2018 ; Aberg ddk, 2016), a learning process that changes, especially in terms of teaching and learning
integrates the digital learning resources are capable to methods which formerly used the conventional methods as

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compared to the current computer-oriented methods. This 2005), it is stated that the inadequacy of resources and
is is supported by Muhammad Khairi and Norhazwanie technological infrastructures is certainly one of the prime
(2012), which stated that videos are among one of the problems of using ICT in teaching and learning.
elements of multimedia that are said to be the most Apart from anticipating this research to be a
dynamic and realistic compared to other elements of source of inspiration for teachers to integrate the use of
multimedia. This is because it is capable of influencing a ICT, particularly Google Classroom in the subjects being
person's motivation to process information and also affects taught, such as Islamic Education, as per advised by the
the feelings and emotions of the users realistically. Ministry of Education (MOE). Teachers also need to be
The deterioration of the Islamic Education subject fully-equipped with sufficient amount of knowledge to use
results is high-likely linked to the way teachers teach in the Google Classroom application, as teachers are the main
schools, where most teachers fail to attract students to love agents that contribute to the success of the virtual learning
the subject of Islamic Education. The statement made by system (Shahfiezul Shahaimi dan Fariza Khalid, 2017).
(Sarmila Tamoh dan Abdul Razaq Ahmad, 2017; Mohd Mohd Noorhadi dan Zurinah (2017), also supported that
dan Shahizan, 2012) stated that most of teaching in schools when the the use of technology is integrated in teaching
is teacher-centered, and teachers should reasonably choose and learning, it makes the lessons to be more interesting
to engage students actively and effectively in the learning and productive.
process. In addition, Normah Husin (2017) stated that
conventional way of teaching not only invites boredom 4.0 LITERATURE REVIEW
among students, but will also lead to lack of sources as they
only expect a note from the teacher. Learning methods that 4.1 Google Classroom
do not complement well will make students become
passive and will lose their motivation to learn (Rian Google Classroom is definitely not a foreign subject in the
Vebrianto & Kasimah Osman, 2012). field of education for other developed countries as they
Apart from that, there are also students who are have already implemented it as a way of learning since its
reserved and shy to communicate in the classroom and inception in the year 2014 (Shampa, 2014). It is one of the
prefer to stay silent when being questioned by the teacher applications that has been developed by Google itself for
but is somehow capable of actively communicating online. free to assist teachers and students in managing files and to
This happens due to the lack of confidence in themselves. It reduce the use of papers. Through this application, teachers
is the responsibilityof the teachers to choose alternatives in can manage all the notes that will be used as well as the
their patterns of teaching to allow students to equally students’ assignments in Google Classroom, which is a
participate in class. This opinion is further supported by cloud storage space that can be updated and accessed at any
Mohd Noorhadi and Zurinah Tahir (2017), in which they time. The accessibility of Google Classroom is also
believe that students should be exposed to the use of ICT so possible by using a laptop, smartphone, tablet or any device
that they can develop skills to obtain information and that has an access to the internet. Such convenience to
knowledge in teaching and learning, whether inside or access to the application is handy to the users (Rika Firma
outside of the classroom. Thus, a change has been made by and Malalina Rika, 2018).
the teacher of Islamic Education subject of Form 4 of SMK Google Classroom was designed with multiple
Setia Alam by choosing to integrate Google Classroom as a functions that can help users, especially educators. This
medium of teaching in the classroom. application has been integrated with a YouTube application
as the main media electronic learning (Prastiyo Willy et al.,
3.0 SIGNIFICANCE OF RESEARCH 2018). Teachers can use the YouTube application as a tool
to further accentuate the understanding of the students,
This research is one of the initiatives to study the extent of especially for subjects like Science, History, Geography
students’ acceptance towards the use of Google Classroom and other subjects. In addition, teachers can also use the
in their teaching and learning process. Hence, with the function to share teaching materials with students, make
existence of these kinds of researches, it is hoped to attract announcements, conduct a quiz or discussion questions,
the parties involved, particularly the Ministry of Education handle the submissions of training or coursework by
(MOE) to collaboratively improvise the areas of students and get feedback from students virtually.
weaknesses and increase the infrastructures that are In addition, the study of Keith Heggart and Joanne
available in schools, such as the WiFi and the computers to Yoo (2018) found that students strongly agree to the use of
further enhance the quality and achievements of the Google Classroom in teaching and learning because they
education in Malaysia so that it is on par with other can access to the information from the very same source,
developed countries. Without complete resources, school through a variety of devices such as laptops, mobile, iPad
authorities and fellow teachers will not be capable of or any tablet anytime. They also can sub,it assignments and
executing a renewal in their teaching methods. According discussions using the same medium. These advantages also
to the research (Nuraini Khalid & Fariza Khalid, 2017; provide benefits to students who are unable to attend school
Norijah Mohamed et al., 2014; Ting Kung Shiung et al., as they can have an access to the learning materials through

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Google Classroom and can conduct revisions information technology (Ito Setiawan and Mohammad
independently and not miss the upcoming lessons. Students Wiet, 2017). Venkatesh is a figure that has pioneered the
can learn by themselves from the materials that are shared model UTAUT in 2003. The results and observations have
by the teacher in Google Classroom (Francis and Stefani, proven that this model can explain consistently most of the
2018). variance in behavior between a variable involved in the
Thus, teachers are encouraged to implement a wide technology used (Trie and Sudiana, 2015). Meanwhile,
array of applications that are available to interact with according to Ahmad Shidki and Ab Halim Ali (2018),
students in school and outside of school. Such learning UTAUT also serves to provide a deep understanding of
patterns like these can be delivered in a more casual way consumers’ reactions to the new technology being
and can also help students who have difficulty in introduced.
communicating, particularly for students who are The UTAUT model that was developed consists of
introverted and students can even learn collaboratively with four main constructs; performance expectancy, effort
their peers. Although Google Classroom is proven to expectancy, social influence, and facilitating condition. The
provide many advantages to the teacher to facilitate the other four constructs that can affect the acceptance of the
process of teaching, they need to help and give assistance consumers are; gender, age, experience and voluntariness
in the use of such applications as there might be some of use. For this particular research on Google Classroom,
students who feel intimidated or nervous, especially for four of these constructs have been dismissed as it is no
new users (Shampa, 2016). longer required for this study. Venkatesh, V .; Morris;
Davis; Davis (2003) stated that consumer acceptance and
use of technology are explained by four factors, namely
4.2 UTAUT MODEL performance expectations, expectations of business, social
influence and the convenience of direct intention that
The UTAUT Model is often used as the basis to see the determine the factor of behavior and consumption
level of acceptance of users towards a development of behavior. The factors that are involved in the study are
system or technology used, specifically referring to the described in Diagram 1 below.

Table 1. Explanations on the Constructs used

Constructs Explanations

Performance expectancy Students confidence that Google Classroom can increase his/her
performance

Effort expectancy The facilities related to Google Classroom

Social influence The students believe that the people who are important to them believe
that they need to use Google Classroom

Facilitating condition The students beliefs themselves towards the availability of the
technical infrastructures to support the use of Google Classroom

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5.0 RESEARCH METHODOLOGY Table 2. Reliability Statistic

This study used quantitative method in which the research Cronbach’s Alpha N of Items
is descriptive research. Data was collected using the 0.844 35
findings of the questionnaires instrument. The respondents
who participated in this study were N = 40 which consisted
of men N = 15, and women N = 25 who are form four
students from SMK Setia Alam. 5.3 Research Instruments

5.1 Research Procedure The main instrument used in this study is based on the
questionnaires. The researcher chose to use the
Before conducting the research, the researcher has met and questionnaire in order to collect information and input
discussed with the administrator in order to request for from the respondents. This is because respondents tend to
permission to conduct the research study at the particular be more honest when answering the research questions. Not
school. The researcher has also explained the only that, the suggested responses also facilitate the
administrative procedures of the questionnaires to the respondents to answer efficiently. The questionnaires are
representatives as well as other related matters that should divided into two parts, which are part A and B.
be taken into account when administering the instrument. Part A (demographic) explained further on the
All respondents were instructed to be in the same room and background of the respondents that contained several items
they were asked to answer a questionnaires. Before they such as gender and information related to technology and
started answering the questionnaires, a thorough internet facilities owned by the students in the school.
explanation has been given to them about the purpose of Meanwhile, part B is consisted of a Likert scale questions
the questionnaires conducted. Researcher has pledged to with five alternative answers such as strongly agree, agree,
respect the confidentiality of all information that they less agree, disagree, and strongly disagree to measure the
provided and all of the information received will be used response of respondents towards the study before coming
for research purposes only. Respondents were given some up with an unanimous conclusion, as well as the level of
time about 10 minutes to answer the questionnaires. achievement of the objectives of the study. The us of five
likert scale is better than seven as it can reduce thr feelings
5.2 Pilot Study of confusion of the respondents (Nancy Bouranta et al.,
2009; Babakus and Mangold, 1992; Devlin et al., 1993;
To ensure the validity and reliability of the instrument, a Hayes, 1992).
pilot study has been conducted. The aim of this pilot study The items contained in the section B comprised of:
was to gain an overall picture of the quality of the attitudes towards the use of Google Classroom,
questionnaire. In addition, it also aimed to verify the performance expectancy, effort expectancy, social
contents, specifically in terms of the format, language, influence, and integration and readiness to use Google
writing, objectives, directives, spelling, as well as the Classroom, Specially based by the UTAUT model. The
reliability of the questions items on the Google Classroom. frequency of chosen options as well as the percentage of
The pilot study that was conducted involved 32 the average response and the overall mean of the
respondents of male, N = 15, and female, N = 20 who are components will be analyzed to answer the research
not included in the sample. According to (Faizal Amin questions.
et.al, 2014; Cooper and Schindler, 2011), the appropriate
number of respondents who fit in the pilot study should be 6.0 RESEARCH FINDINGS
between 25 to 100 people.
A reliability test and reliability analysis were The findings of this research are divided into two parts,
performed using the SPSS program and the Cronbach's which are part A and part B as per in the questionnaires
Alpha achieved is 0.884. The value showed that the items prepared. Table 3 below shows the frequencies and
in the questionnaire have high reliability and validity and percentages of the answers given by respondents. A total of
can certainly be used. In fact, according to Gahazali 33 of respondents (82.5) have internet access at home while
Darussalam and Sufean Hussin (2016), pilot study did not 7 (17.5%) of respondents do not have internet access. The
need to be conducted in this research as it has reached the data obtained has proven that the respondents certainly do
required level of reliability. not have trouble accessing Google Classroom from home.

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Table 3. having an access to the internet and email account

Item Yes No Mean SD

f f
% %
1. Do you have an access to the internet? 33 7 1.18 .38
(82.5) (17.5)

response to the findings of 4.95-4.98 mean. Item 3 has the lowest

For a schedule of attitude towards the use of Google mean with a total of 2.00 that further proved that these students do
Classroom, it consisted of four questions and the findings not agree with the statement saying that the use of Google
implied that the respondents agreed with the integration of classroom learning is a bad idea.
Google Classroom in their teaching and learning. This is
based on the findings of each item that showed a positive

Table 4. Attitude towards the use of Google Classroom

Items Strongly Disagree Slightly Agree Strongly Mean SD

Disagree Agree Agree
f f f f f
% % % % %
1.Using Google Classroom for 0 0 0 1 39 4.98 .16
learning is a good idea (0) (0) (0) (2.5) (97.5)
2.It makes learning more fun and 0 0 0 1 39 4.98 .16
interesting (0) (0) (0) (2.5) (97.5)

3.Using Google Classroom for 12 16 12 0 0 2.00 .78

classroom learning is a bad idea (30.0) (40.0) (30.0) (0) (0)

4.I love using Google Classroom 0 0 0 2 38 4.95 .22

(0) (0) (0) (5.0) (95.0)

Table 5 below shows the mean number of 4.72 - 4.78 for These items indirectly deemed that Google Classroom can
the three items comprised in the performance expectancy improve the performance of students who use them.
questions.

Table 5. Performance Expectancy

Items Stongly Disagree Slightly Agree Strongly Mean SD

Disagree Agree Agree
f f f f f
% % % % %
5. I find it to be useful for my 0 0 1 31 29 4.78 .53
learning process (0) (0) (1.7) (51.7) (46.7)
6. Using Google Classroom has 0 0 2 5 33 4.77 .53
helped me to do things quickly (0) (0) (5.0) (12.5) (82.5)

7. Using Google Classroom has 0 0 2 7 31 4.72 .55

significantly improved my (0) (0) (5.0) (17.5) (77.5)
productivity

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Table 6 below shows effort expectancy, in which the Classroom to be used, the students have chosen three
table explains the feelings felt by the students themselves options, 5% (3) selected less agree, 50% (30 people) chose
while using the Google Classroom. All items related to the agree and 45% (27 people) chose strongly agree. Although
effort expectancy acquired the same mean of 4.38-4.67. there are less certain answers, most of the students agreed
However, for item 11 which asked about the level of that the use of Google Classroom has made learning so
convenience for Google much easier.

Table 6. Effort Expectancy

Items Strongly Disagree Slightly Agree Strongly Mean SD

disagree Agree Agree
f f f f f
% % % % %
8. My interaction with Google 0 0 0 29 31 4.67 .66
Classroom is clear and easy to (0) (0) (0) (48.3) (51.7)
be understood
9. It is easy for me to master using 0 0 1 31 29 4.78 .53
Google Classroom (0) (0) (1.7) (51.7) (46.7)
10. I feel that Google Classroom is 0 0 0 32 28 4.38 .90
easy to be used (0) (0) (0) (53.3) (46.7)
11. It is easy for me to learn to use 0 0 3 30 27 4.63 .63
Google Classroom (0) (0) (5.0) (50.0) (45.0)

Based on the analysis of data obtained for Table 7, the

results indicate that all students agreed that their teacher Classroom. The teacher has also assisted them to use
has significantly influenced them to learn to use Google Google Classroom.

Table 7. Social Influence

Items Strongly Disagree Slightly Agree Strongly Mean SD

Disagree Agree Agree
f f f f f
% % % % %
12.The people who influence me 0 0 7 11 22 4.38 .77
think that I should use (0) (0) (17.5) (27.5) (55.0)
Google Classroom
13. My teacher has helped me to 0 0 2 16 22 4.50 .60
us Google Classroom (0) (0) (5.0) (40.0) (55.0)
14. Generally, the school 0 0 4 23 23 4.48 .68
administration supports the (0) (0) (10.0) (32.5) (57.5)
use of Google Classroom

The data analysis of Table 8 shows that the results are students can learn through collaborative learning
positive pertaining to the facilitating conditions because they can help each other among their peers.
owned by the students. The results prove that these

Table 8. Facilitating Canditions

Items Strongly Disagree Slightly Agree Strong Mean SD

Disagree Agree ly
Agree
f f f f f
% % % % %
15. I have the resources needed 0 0 1 11 28 4.62 .74
to use Google Classroom. (0) (0) (2.5) (27.5) (70.0)
16. I have the knowledge needed 0 2 3 3 32 4.63 .84
to use Google Classroom. (0) (5.0) (7.5) (7.5) (80.0)
17. My friends are ready to offer 0 0 2 11 27 4.63 .59
help if there is any difficulty (0) (0) (5.0) (27.5) (67.5)
in using Google Classroom

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Table 9 on the other hand draws attention to the student's their learning, they feel that the use of it is not mandatory
behavioral intentions in using Google Classroom in their and should be used voluntarily. The total mean for each of
learning. Though they are well-aware of the fact that the these items have obtained a 4.58 to 4.60.
usage of Google Classroom can certainly help to improvise

Table 9. Behavioral Intentions

Items Strongly Disagree Slightly Agree Strongly Mean SD

Disagree Agree Agree
f f f f f
% % % % %
21.Though it might be useful, the 0 0 7 11 22 4.38 .77
use of it is not compulsory in (0) (0) (17.5) (27.5) (55.0)
my learning process
22.The use of it is voluntarily 0 0 0 32 28 4.38 .90
(0) (0) (0) (53.3) (46.7)

7.0 DISCUSSION learning process that is student-centered provides a wide

array of opportunities for students to engage in activities
Based on the findings obtained from each table, it implied actively and enable social learning to occur through
that the students who learn the form four Islamic Education collaborative discussions.
subject who are selected as the respondents agreed with the Based on the findings of the analysis of Table 4,
integration of Google Classroom as a medium of learning. the students agreed that the use of Google Classroom
There are only two people who have problems with internet undeniably improve their performance and this may be
access at home, while the remaining of the respondents are greatly influenced by the transitions of the usage of
able to access the internet, and most certainly do not face a teaching methods, which shifted from the use of textbooks
problem to access the Google Classroom that is convenient to the use of computers that is felt to be invigorating.
as it is not a blog but only involves the use of email that Examinations or tests can be conducted in order to measure
can be shared and be opened simultaneously. The storage is the improvements in student’s performance and to
based on the concept of cloud storage, it which it can be determine whether the new method is suitable and
accessed anywhere without using your own computer. applicable or not to be integrated in the process of the
Teachers only need to share the files, videos or other teaching and learning. The study conducted by Yahya
necessary documents required with the students. Othman and Dayang Raini (2011) also showed that the use
As a matter of fact, it is more convenient to use of computers contributes a positive impact on its use. Apart
Google Classroom during school hours, because teachers from the use of ICT that enables teachers to find
can communicate directly with their students where all of information and share it with their students, it also makes
the students can access their email and the files that have the teaching and learning process more smooth and hassle-
been shared by teachers. Students nowadays find it more free (Khadija et al., 2014). According to Faeez et al.,
fun when the use of technology is integrated in their (2016), the use of teaching aids in the classroom allows
learning. Through Google Classroom, students can actively students to remember visually and indirectly helps to
communicate with each other and respond to the teacher's strengthen their memory.
questions. Such methods can greatly help students who
have trouble communicating in the classroom, particularly
those who are extremely shy and nervous when dealing 8.0 SCOPE AND LIMITATIONS OF STUDY
with the public and even his/her own friends. The use of
Google Classroom can indirectly help them to give their This study only revolved around the Islamic Education
opinion in a discussion. Rossafri Mohamad and Shabariah subject and only 40 respondents of form four students from
Mohamad Shariff (2011) stated that the teaching and SMK Setia Alam were involved in this study.

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9.0 CONCLUSION Pembelajaran Nahu. E-Jurnal Penyelidikan Dan

Inovasi, 4(1), 43–63.
Iftakhar, S. (2016). Google Classroom: What works and How?.
Conclusively, this study has obtained a finding that the use Journal of Education and Social Sciences. Journal of
of Google Classroom in learning Islamic Education indeed Education and, Social Sciences, 3(Feb), 16-18.
has a very positive and significant impact on students. The Ilias, M.F., Murihah, A.,Kalthom, H.,Mohd Amin M.N., & Zetty,
findings also proved that the integration of ICT in teaching N.(2016). Sumber Bahan Bantu Mengajar dalam
and learning of a subject makes it more effective and Kalangan Guru Pendidikan Islam Sekolah Bestari.
meaningful than teaching and Islamic Education ensure that International Seminar on Tarbiyah (ISoT2016) .
such important subjects are well-received by the students in Ismail, R., Samsudin, S, N., AbWahid, S., Zainol. N., & Zaid, D,
order to help students get good results. Mohd Noorhadi and S. (2016). Kajian Tinjauan Literatur Terhadap Aplikasi
Zurinah (2017) also agreed that when media technology is Mudah Alih Berunsurkan Islam “Islamic Mobile Apps.”
Journal of Global Business and Social
integrated in the teaching and learning process, it would Entrepreneurship (GBSE), 2(5), 174-182
make it more interesting and productive. Kamis, N., & Khalid, F. (2017). Kekangan penggunan teknologi
Despite the many advantages of the Google maklumat dan komunikasi (TMK) dalam pengajaran
Classroom application, it is undoubtedly not an easy thing dan pembelajaran guru prasekolah. Simposium
to be fully implemented and integrated as the teachers and Pendidikan diPeribadikan: Perspektif Risalah An-Nur
the school authorities themselves need to play a great role (SPRiN2017).
to attract the students to ensure that they utilize Google Mohamed Nor, M, K., & Zulkifli, N. (2012). Pengajaran
Classroom fully. If it's just a one-way communication in &Pembelajaran Bahasa Melayu Berbantukan Komputer
the classroom and is not utilized fully by the teachers, : Penerbitan Multimedia Sdn.Bhd.
Noorhadi, M., & Zurinah. (2017). Kepentingan Penggunaan
students and the schools itself, it will not be able to reach Media Sosial Teknologi Maklumat Salam Pendidikan
the actual target that is required from the MOE. IPTA. Journal of Social Sciences and Humanities,
12(3), 1-10.
Nursyahrurahmah. (2017). Hubungan Antara Keperibadian
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