Leveraging Google Classroom for Science Education

This study determined the level of practice, strategies employed, extent of utilization, and challenges encountered by the 82 Junior High School Science teachers in the Sorsogon Cluster of Sorsogon City Division along with leveraging Google Classroom in Science education. The results were analyzed using weighted mean and the Likert scale interval for the level of practice and extent of utilization. The weighted mean was used to quantitatively describe the overall level of practice and extent of utilization of individual respondents and it was interpreted using the Likert scale interval. Moreover, for the teaching strategies employed, frequency count and ranking were used to identify the most frequent and most common teaching strategy or strategies employed by the respondents in using Google Classroom in Science teaching. In addition, for the challenges encountered, the sum of ranks was used to determine the most serious and least serious challenge(s) encountered by the respondent along with the integration of Google Classroom into their teaching practice in Science. This study showed that the Junior High School Science teachers’ level of practice is under the category of Proficient with an average weighted mean of 3.70, under this category, Science teachers are highly skilled in using Google Classroom, can integrate various tools, customize settings and provide seamless online learning experiences. Additionally, the study showed that Science teachers employed Collaborative Learning in Google Classroom teaching. They maximize the potential of collaborative tools such as Google Docs, Slides, and Sheets making it easier for the students to work together on projects and assignments. Teachers assign group tasks and provide opportunities for students to collaborate. In the context of Science Classes, Google Classroom’s extent of utilization of Science teachers is of Moderate utilization, teachers under this category can utilize Google Classroom for distributing materials, assigning tasks, and facilitating discussions. Students, too, regularly access the platform to submit work and interact with their peers. However, this study revealed that Science teachers’ lack of appropriate digital learning devices such as laptops, smartphones, tablets, and iPads is the most serious challenge, and time management is the least serious challenge encountered in leveraging Google Classroom for Science education. Based on the findings, the researcher recommends designing Session Guides and Science prototype learning session plans by utilizing Google Classroom to leverage the potential of the platform as a digital classroom to enhance engagement and collaboration in the teaching-learning process of Science education, thus, elevating the level of practice to expert and extent of utilization to full integration of the platform.