Effect of Google Classroom on Mathematics Achievement among Junior Secondary School Students in Enugu State, Nigeria

Abstract

As new technologies enter the teaching and learning sector, which is increasingly going digital, educational teaching and learning have changed. Programs like Google Classroom are becoming more and more relevant. Although it has been implemented in schools all over the world, its success in Nigerian secondary schools, at least in mathematics, has not been achieved. This study sought to determine whether junior secondary school students' performance in mathematics at Urban Secondary Schools in Enugu State, Nigeria, was impacted by their use of Google Classroom. Based on Bandura's Social Cognitive Theory, it examined how Google Classroom affected student achievement and the variations in learning outcomes. A quasi-experimental approach was chosen, and 350 students made up the study population. A sample of 87 individuals was determined using a formula put out by Taro Yamane. Data was gathered using the questionnaire, and a descriptive analysis was carried out. These results demonstrated that students using Google Classroom had higher academic standards and were more engaged and active learners than students in traditional classroom settings. In order to improve mathematics instruction in junior secondary schools, it has been determined that Google Classroom can be utilized. It makes the case that educators and school administrators should think about integrating Google Classroom into the classroom in order to help create engaging learning environments and enhance students' mathematical achievement.