Integrating ICT Interventions to Reduce Students’ Difficulties in Using Google Classroom in Higher Education

Abstract

The shift towards e-learning amid the coronavirus disease pandemic revealed considerable problems with students’ use of the digital platform for learning, especially Google Classroom. This study assessed the impact of an organizational intervention program, called “Let’s Talk ICTO,” on students’ use of Google Classroom. The study was based on Goal-Setting Theory and models on technology adoption, wherein a pretest-posttest descriptive action research design was used with 357 respondents chosen via stratified random sampling.

It was established that the difficulty levels reported by the students at the beginning were exceptionally high (M = 4.46), but significantly reduced after the intervention (M = 3.65) (p <.05). From the findings, it can be observed that the intervention successfully reduced the level of difficulty among the students especially with regard to technology usage, internet connection, and navigating the system. The findings indicate a need for structured ICT support to help students better utilize LMSs.

The study recommends strengthening ICT training programs, integrating digital orientation in academic courses, and improving institutional support systems to enhance online learning experiences.