Analysis of Effectiveness and Challenges Regarding the Use of Google Form among the Senior High School.

Chapter 1 Introduction Rationale of the Study Google Forms started life as a Google Sheets feature in 2008, two years after Sheets' original launch. You could add a form to a spreadsheet, format it in a separate sheet, and see your form responses in another sheet. It was basic, but it got the job done. Google Forms is a free survey tool that’s part of G Suite—Google’s complete office suite (although some people refer to it all as Google Docs). The other main services included in the cloud-based suite are Sheets (Excel), Docs (Word), and Slides (PowerPoint). It lets you collect information from people via personalized quizzes or surveys. You can then connect the info to a spreadsheet on Sheets to automatically record the answers. The spreadsheet then populates with the responses from the quiz or survey in real-time. This makes Google Forms one of the easiest ways to save data directly into a spreadsheet. With Forms, you can collect RSVPs, start surveys, or create quizzes for students with a simple online form. You can share your form via email, a direct link, or on social media and ask everyone to participate. And since Forms is an online tool, you can share and collaborate with multiple people on the same form in real-time. Background of the Study To improve student learning, engagement, and feedback, various student response technologies have been developed and used since their introduction in the 1960s (Kay & LeSage, 2009; Cubric & Jefferies, 2015). Although response systems have had many names (e.g., clickers; classroom, student, personal, audience, or audio response systems; electronic voting systems), they have consistently made promises to deepen student learning and engagement and provide in-the-moment feedback to students and instructors (Kay & LeSage). A typical student response device allows students to send responses to software that an instructor can access; the device can be a dedicated keypad (often referred to as a 'clicker') or an app on a student's internet-capable device. Over the past 20 years, lowered costs, increased availability, and increased ease of set up have contributed to widespread use of student response systems (SRS) (Burgess,Bingley, & Banks, 2016; Kay & LeSage, 2009). Instructors may choose to use SRS in different ways. For example, in mathematics courses, SRS could be used as a tool for engaging in mathematical work and thinking, or as a tool for feedback in the form of in-class content assessments, student self-reflection, course feedback, or peer review. Depending on how the devices are used, benefits and challenges have been identified (Kay & LeSage, 2009; Cubric & Jefferies, 2015). Kay and LeSage (2009) conducted a literature review of research on use of SRS in university courses (typically Science, Technology, Engineering, and Mathematics courses). They discussed benefits categorized into: classroom environment, learning, and assessment. We briefly describe each of the three categories here, as they provided a theoretical structure for our discussion in this paper. Kay and LeSage (2009) identified classroom environment benefits as including improvements in students' attendance, attention, participation (especially avoiding judgment through anonymity of SRS responses), and engagement. Learning benefits described by Kay and LeSage, based on their review of the literature, were: interaction, discussion, contingent teaching, learning performance, and quality of learning. Finally, Kay and LeSage described assessment benefits as allowing feedback, formative assessment, and student comparison of responses (in the moment reflection). Since Google Forms, an online application from Google, is free and easy to use, we propose using Google Forms as a tool to benefit classroom environment, learning, and assessment in any classroom. Statement of the Problem This study is designed to determine the effectiveness and challenges of Senior High School in St. Paul College Foundation Inc of using Google Forms to academic purposes as a tool of equipped and hassle free tasks. Specifically it sought to answer to the following questions: 1. Is there significant difference of using google forms in a form of tool in using for quizzes and other tasks than the plain traditional way of tasks in face to face classes? 2. Will the Grade 12 students of St. Paul College Foundation Inc find it easy and accessible with using Google Forms in their class? 3. How challenging will it take for the students and teachers to use Google Forms as part of their online class? 4. What more does it give to the Grade 12 students of St. Paul College Foundation Inc, the advantages or disadvantage? Significance of the Study Learning is the instrument of development that implies modification of behavior, skills, and knowledge that results from discovery to practice to experience which is striven for better quality education. Therefore, the researches will be hoping for the various results of this investigation could be highly significant and beneficial specifically to the following: Students. Through the help of the Grade 12 students of st. Paul College Foundation Inc, we will be able to gather data that may result to show the effectiveness and challenges of using Google Forms. Parents. With the help of the parents, us researchers will be able to gather information with their responses of what they think of the Google Forms as part of their children's online education. Teachers. Through this study, teachers will be able to know how effective and challenging is it to use Google Forms as part of teaching to the students. Researchers. Through this study, researchers may give helpful information to students out there that may show them the effectiveness and challenges of using Google Forms. Future Researcher. This study may help them relate to their research, for them to gain knowledge and make use of it with their work. Assumptions and Hypothesis Assumptions - It is a free online tool, that allows you to collect information easily and efficiently. - The interface is very easy to use. Any user with an average Internet knowledge can create forms using this tool. - The assistant is simple to use. The What-You-See-Is-What-You-Get interface makes it easy to drag and drop form elements and organize them based on actions or events. Hypothesis - With this study, it may show the efficiency of combination of Google Forms and online education may possibly will have an intrinsic effect on total functionality in education. - The effects might show minimal or maximized outcomes depending on how diversity is applied with online education. - This study may show how much more advantages can students and teachers get from St. Paul College Foundation Inc by using Google Forms. Scope and Delimitation of the study This study entitle " Analysis of Effectiveness and challenges Regarding the use of Google Forms among the Grade 12 Senior High School of St. Paul College Foundation Inc. " The focus of this study is to determine the effectivity of using Google Forms as a tool in education for the Grade 12 students of St. Paul College Foundation Inc. A private school here in Bulacao, Cebu City. It delimits that the study will focus on 30 Grade 12 students and take their insights and experiences regarding how Google Forms can be a tool for their education. Definition of Terms Widespread Distributed over a wide region, or occurring in many places or among many persons or individuals. RSVPs An initialism derived from the French phrasLooe Répondez s'il vous plaît, meaning "Please respond" to require confirmation of an invitation. The initialism "RSVP" is no longer used much in France, where it is considered formal and a bit old-fashioned. Assessment Educational assessment or educational evaluation is the systematic process of documenting and using empirical data on the knowledge, skill, attitudes, and beliefs to refine programs and improve student learning. Anonymity Anonymity describes situations where the acting person's identity is unknown. Some writers have argued that namelessness, though technically correct, does not capture what is more centrally at stake in contexts of anonymity. The important idea here is that a person be non-identifiable, unreachable, or uncrackable. Modification A modification is a change or alteration, usually to make something work better. Sought Past tense and past participle of seek or to look. Delimit To fix or mark the limits or boundaries of; demarcate SRS Student Response System (SRS) allows instructors to pose questions and gather students’ responses during a lecture. Student response systems are also commonly referred to as clickers, classroom response systems, personal response systems, or audience response systems. Chapter 2 Review Related Literature Foreign Literature During library sessions, students begin to learn information literacy skills, such as how to construct effective keyword searches, how to evaluate information, and how to use library databases to find books and articles (Association of College and Research Libraries, 2000). They also acquire other relevant knowledge such as understanding the importance of the peer-review process, as well as how to recognize the differences between scholarly and popular articles. Librarians try to address a variety of information literacy competencies within each session, but due to a variety of factors (not least of which are time constraints), they must make informed choices about which concepts to emphasize. Integrating information literacy with these English classes has proven essential for student participation and is corroborated by comparable studies of IL assessment in foundational courses (Sheret and Steele, 2013). Simpson describes the unique features of Google Docs, such as the facility for multiple users at once, real-time access to student responses, and the ability for both instructors and students to continue viewing results after the session (Simpson, 2012). The UIC librarians decided to modify Simpson’s method by using Google Forms instead of Google Spreadsheets. Google Forms provides students with an easy interface with which to work, and since the responses are recorded in a Google spreadsheet, the advantages for analysis remain. As early as 1995, Eileen A. Allen argued for librarians to use active learning techniques in the library instruction classroom, noting that “active learning techniques, with emphasis on higher order cognitive skills and critical thinking processes, enable our students to exercise the skills they need to become active, critical, and creative users of information” (1995, p. 99). Subsequent researchers asserted that the amount of active learning (as distinct from the amount of total information literacy instruction) is not nearly as critical as the fact of its use. Local Literature To improve student learning, engagement, and feedback, various student response technologies have been developed and used since their introduction in the 1960s (Kay & LeSage, 2009; Cubric & Jefferies, 2015). Although response systems have had many names (e.g., clickers; classroom, student, personal, audience, or audio response systems; electronic voting systems), they have consistently made promises to deepen student learning and engagement and provide in-the-moment feedback to students and instructors (Kay & LeSage). A typical student response device allows students to send responses to software that an instructor can access; the device can be a dedicated keypad (often referred to as a ‘clicker’) or an app on a student’s internet-capable device. Over the past 20 years, lowered costs, increased availability, and increased ease of set up have contributed to widespread use of student response systems (SRS) (Burgess, Bingley, & Banks, 2016; Kay & LeSage, 2009). Instructors may choose to use SRS in different ways. For example, in mathematics courses, SRS could be used as a tool for engaging in mathematical work and thinking, or as a tool for feedback in the form of in-class content assessments, student self-reflection, course feedback, or peer review. Depending on how the devices are used, benefits and challenges have been identified (Kay & LeSage, 2009; Cubric & Jefferies, 2015). Foreign Studies This statement below is an international related article study that is relevant in this research. According to Margie Martyn, " Clickers in the Classroom: An Active Learning approach," EDUCAUSE Quarterly, vol. 30, no. 2 (April - June 2007), pp. 71-74. Google Forms is a component of Google Docs, which is a free, web-based suite of tools for managing various kinds of files including text documents, spreadsheets, and presentations. With Google Forms, an instructor (or any user) can create a set of questions and invite students (participants) to respond to those questions, either through e-mail or on a web page. The application supports various types of questions: text, paragraph, multiple-choice, lists, check boxes, scale, and grid. Response types include entering free-form text, selecting from an instructor-defined scale, or choosing from a restricted set of options. In Google Docs, a form can stand alone or be used to collect responses that feed into a spreadsheet, which can then be used to manipulate the data gathered. Google Forms will tally responses instantly — responses appear in a spreadsheet on a screen at the front of the room as soon as students submit them. Local Studies In here you will discover a local article that may cause relevance to this case study. In publication of an article by Adobo Magazine - March 20, 2020. As many educational institutions are facing or planning for temporary campus closures due to COVID-19, Google is providing distance learning tools, training, and resources to help them stay connected through G Suite for Education. G Suite for Education is a set of free productivity tools built for teaching and learning which includes Hangouts (for video and voice conferencing), sss, Docs, Slides, Sheets, Forms, and Google Classroom. With this, schools that need to continue with their curriculum can conduct distance learning where teachers and students can remain productive and make valuable learning time despite not being ipn one physical classroom together. As importance to keeping the children safe and learn a lot more with the help of technology that is much more easier for them to understand what the lessons are. For social emotional learning, teachers can have mood check-ins for students to share their emotional state on a daily basis using Google Forms, Within the Form, students can request a conference with the teacher if they need extra support. Educators can also set up a private blog for students to reflect on the experience by journaling or video recording.