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| Format: | Recurso digital |
| Language: | English |
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Zenodo
2026
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| Online Access: | https://doi.org/10.5281/zenodo.20237015 |
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| _version_ | 1866902071898275840 |
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| author | Dela Peña, Karen |
| author_facet | Dela Peña, Karen |
| contents | <p><span>Class interruptions caused by adverse weather conditions create learning gaps and disrupt instructional continuity. This study examined the utilization of Google Classroom as a learning management system (LMS) to support continuous learning for Grade 4 English pupils at Ratay Elementary School, Calabanga East District, during the first quarter of the 2024–2025 school year. Specifically, the study analyzed eight official MATATAG Grade 4 English lesson exemplars in terms of content, structure, and assessment. It used the results to design and develop a Google Classroom aligned with the MATATAG Most Essential Learning Competencies. The study employed a descriptive-developmental research design guided by the Analysis–Design–Development (ADD) model. Eight lesson exemplars served as the primary materials for analysis, while the developed Google Classroom prototype was evaluated by five Master Teachers using a three-point appropriateness scale. In addition, the study considered the alignment of instructional materials with learners’ needs, accessibility of content, and the integration of interactive features to enhance engagement in an online environment, ensuring relevance and usability for learners. Findings revealed that all Google Classroom components were rated Appropriate to Very Appropriate, with mean scores ranging from 2.30 to 3.00. The Topic Outline, PowerPoint presentations, and Q&A sessions were considered particularly effective in organizing lessons and promoting interaction. However, challenges such as cognitive overload, uneven participation, assessment difficulties, and late submissions were identified. The study concludes that a well-designed Google Classroom can effectively support instructional continuity and enhance learners’ conceptual understanding during class disruptions, while also encouraging independent learning and digital literacy skills among pupils, especially in flexible learning contexts.</span></p> |
| format | Recurso digital |
| id | zenodo_https___doi_org_10_5281_zenodo_20237015 |
| institution | Zenodo |
| language | eng |
| publishDate | 2026 |
| publisher | Zenodo |
| record_format | zenodo |
| spellingShingle | Development of Google Classroom as a Learning Management System in Teaching English in Grade 4 Dela Peña, Karen google classroom learning management system lesson exemplars <p><span>Class interruptions caused by adverse weather conditions create learning gaps and disrupt instructional continuity. This study examined the utilization of Google Classroom as a learning management system (LMS) to support continuous learning for Grade 4 English pupils at Ratay Elementary School, Calabanga East District, during the first quarter of the 2024–2025 school year. Specifically, the study analyzed eight official MATATAG Grade 4 English lesson exemplars in terms of content, structure, and assessment. It used the results to design and develop a Google Classroom aligned with the MATATAG Most Essential Learning Competencies. The study employed a descriptive-developmental research design guided by the Analysis–Design–Development (ADD) model. Eight lesson exemplars served as the primary materials for analysis, while the developed Google Classroom prototype was evaluated by five Master Teachers using a three-point appropriateness scale. In addition, the study considered the alignment of instructional materials with learners’ needs, accessibility of content, and the integration of interactive features to enhance engagement in an online environment, ensuring relevance and usability for learners. Findings revealed that all Google Classroom components were rated Appropriate to Very Appropriate, with mean scores ranging from 2.30 to 3.00. The Topic Outline, PowerPoint presentations, and Q&A sessions were considered particularly effective in organizing lessons and promoting interaction. However, challenges such as cognitive overload, uneven participation, assessment difficulties, and late submissions were identified. The study concludes that a well-designed Google Classroom can effectively support instructional continuity and enhance learners’ conceptual understanding during class disruptions, while also encouraging independent learning and digital literacy skills among pupils, especially in flexible learning contexts.</span></p> |
| title | Development of Google Classroom as a Learning Management System in Teaching English in Grade 4 |
| topic | google classroom learning management system lesson exemplars |
| url | https://doi.org/10.5281/zenodo.20237015 |