Using google classroom to teach English reading comprehension skills among primary school pupils

Abstract

The purpose of this study is to investigate the effectiveness of Google Classroom to teach English reading comprehension skills among primary school pupils. This research fills the gap by investigating the effectiveness of Google Classroom in increasing primary school pupils’ reading comprehension skills in Malaysian context, exploring the media that these pupils prefer the most in Google Classroom and evaluates their attitude towards the implementation of Google Classroom in their reading comprehension lessons. Participants of this research were seventy upper primary pupils in a primary school in Johor. A quantitative research design was employed. With the aim of collecting the data, experimental research design was adapted by using reading comprehension tests, a set of preferred media questionnaire and a set of attitude questionnaire. The data from the reading comprehension tests were analysed using Wilcoxon Test and Mann-Whitney U Test. Meanwhile, data from both questionnaires were analysed using frequency, percentage and mean. All data were accompanied with descriptive statistical analysis to provide better understanding. The findings showed that both controlled and experimental groups recorded increment in score of their reading comprehension tests. However, pupils in experimental group recorded significantly high increment in their reading comprehension test scores compared to pupils in controlled group. These findings reflected the effectiveness of Google Classroom to teach English reading comprehension skills among primary school pupils in Malaysia. It was comprehensively reported that these pupils showed high preference towards the integration of video in their reading comprehension lessons compared to other media integrated in Google Classroom. Positive attitude in using Google Classroom to improve their reading comprehension skills was also portrayed by the result of the analysis of their attitude questionnaire. These findings are followed by a few recommendations and implications for educational stakeholders and researchers with close reference to the limitation of the study.