Digital Divide: Facilitating Conditions and Usage of Google Classroom for Teachers in Rural and Urban Secondary Schools in Malaysia

Authors

  • Phoebe Soong Yee Yap Faculty of Arts and Social Science, Universiti Tunku Abdul Rahman, Perak, Malaysia.
  • Priscilla Moses Faculty of Creative Industries, Universiti Tunku Abdul Rahman, Selangor, Malaysia.
  • Phaik Kin Cheah Faculty of Arts and Social Science, Universiti Tunku Abdul Rahman, Perak, Malaysia.
  • Mas Nida Md. Khambari Faculty of Educational Studies, Universiti Putra Malaysia, Selangor, Malaysia.
  • Su Luan Wong Faculty of Educational Studies, Universiti Putra Malaysia, Selangor, Malaysia.
  • Fu-Yun Yu Institute of Education, National Cheng Kung University, Tainan, Taiwan.

DOI:

https://doi.org/10.37134/jictie.vol11.2.6.2024

Keywords:

digital divide, facilitating conditions, google classroom, rural and urban schools, Malaysia

Abstract

Online teaching and learning have caused many students and teachers with unprecedented challenges leading to a phenomenon known as the digital divide, which is the disparity between individuals who have access to Information and Communication Technologies (ICT) and those who do not. Therefore, this study aims to investigate the significant difference in facilitating conditions (network connection, technical issues, school infrastructure) and usage of Google Classroom for teachers in rural and urban teachers. In this study, 395 responses were collected from secondary school teachers through an online survey, that included demographic information and 22 survey items. Descriptive statistics and t-test analysis were used to analyze the data. Findings found that there are significant differences in technical issues and usage of Google Classroom for teachers in rural and urban schools. This research offers valuable insights for educational stakeholders especially the schools and government to provide tailored technical support and ongoing training to the teachers in Malaysia, especially those in rural areas. By strategically allocating educational resources and executing policies that cater to the varying needs of these different environments, it is believed that policymakers and educational stakeholders can bridge the digital divide and create educational equity nationwide. 

Downloads

Download data is not yet available.

References

Abdin, Z., & Saputro, T. M. E. (2020). Google Classroom as a Mathematics learning space: Potentials and challenges. Journal of Physics: Conference Series, 1567(2), 1–6. https://doi.org/10.1088/1742-6596/1567/2/022094

Ahmad, N. ‘Atikah, Ayub, A. F. M., & Khambari, M. N. (2019). Gender digital divide: Digital skills among Malaysian secondary school. International Journal of Academic Research in Progressive Education and Development, 8(4). https://doi.org/10.6007/ijarped/v8-i4/6692

Ambarwati, R., Harja, Y. D., & Thamrin, S. (2020). The role of facilitating conditions and user habits: A case of Indonesian online learning platform. Journal of Asian Finance, Economics and Business, 7(10), 481–489. https://doi.org/10.13106/jafeb.2020.vol7.no10.481

Asia Research News. (2023). EDUtech Malaysia 2023. https://www.asiaresearchnews.com/content/edutech-malaysia-2023

Badiozaman, I. F. A., Leong, H. J., & Wong, W. (2022). Embracing educational disruption: a case study in making the shift to a remote learning environment. Journal of Applied Research in Higher Education, 14(1), 1–15. https://doi.org/10.1108/JARHE-08-2020-0256

Chuah, K.-M., & Mohamad, F. S. (2020). Emergency remote teaching scenarios, struggles and soundboxes: A case study on Malaysian teachers. Interaction Design and Architecture(s) Journal, 13–28. https://ixdea.org/wp-content/uploads/IxDEA_art/46/46_1.pdf

Daar, G., & Nasar, I. (2021). Teachers challenges in the learning process during the COVID-19 pandemic in rural areas. JINOTEP (Jurnal Inovasi Dan Teknologi Pembelajaran): Kajian Dan Riset Dalam Teknologi Pembelajaran, 8(2), 186–193. https://doi.org/10.17977/um031v8i22021p186

Google for Education. (n.d.). Google for education champions. Retrieved September 5, 2024, from https://edu.google.com/intl/ALL_us/for-educators/communities/?%7B%7Bmy.utm_code%7D%7D

Hasbullah, N. H., Rahmatullah, B., Mohamad Rasli, R., Khairudin, M., & Downing, K. (2022). Google Meet usage for continuity and sustainability of online education during pandemic. Journal of ICT in Education, 9(2), 46–60. https://doi.org/10.37134/jictie.vol9.2.4.2022

Hayes, A. F., & Coutts, J. J. (2020). Use omega rather than Cronbach’s alpha for estimating reliability. But…. Communication Methods and Measures, 14(1), 1–24. https://doi.org/10.1080/19312458.2020.1718629

Jean, L. H., Sidhu, G. K., Yean, L. F. Y., & Chin, C. S. (2021). Google Classroom as a teaching and learning tool: Issues and challenges. Review of International Geographical Education (RIGEO), 11(11), 171–177.

Junaidi, Y., & Hashim, H. (2021). A review on the implementation of remote teaching: Highlighting the experience of primary school ESL teachers. International Journal of Academic Research in Business and Social Sciences, 11(2), 450-460. https://doi.org/10.6007/ijarbss/v11-i2/8560

Kalkbrenner, M. T. (2021). Alpha, omega, and h internal consistency reliability estimates: Reviewing these options and when to use them. Counselling Outcome Research and Evaluation, 14(1), 77–88. https://doi.org/10.1080/21501378.2021.1940118

Kumar, J. A., Bervell, B., & Osman, S. (2020). Google Classroom: Insights from Malaysian higher education students’ and instructors’ experiences. Education and Information Technologies, 25(5), 4175–4195. https://doi.org/10.1007/s10639-020-10163-x

Mahmoud, Z. A., Nordin, N. A., Dali, M. M., SH, Y. A., Rawashdeh, T. M., & Mahmoud, S. A. (2022). Redefining urban-rural boundaries from the digital disparity perspective. Planning Malaysia: Journal of the Malaysian Institute of Planners, 20(5), 438-451. https://doi.org/10.21837/pm.v20i24.1218

McChesney, K., & Aldridge, J. M. (2019). A review of practitioner-led evaluation of teacher professional development. Professional Development in Education, 45(2), 307–324. https://doi.org/10.1080/19415257.2018.1452782

Mohamad, A. I., Rahmatullah, B., Ibrahim, L. F. M., Saari, E. M., & Downing, K. J. (2022). Exploring parents' perception of online learning through a systematic literature review. Borneo International Journal, 5(1), 8–15.

Ministry of Education. (2019, July 1). Kementerian Pendidikan Malaysia: Google Classroom. MoE. https://www.moe.gov.my/en/pemberitahuan/announcement/google-classroom-gc

Ministry of Education Malaysia. (2013). Malaysian Education Blueprint 2013-2025 (Preschool to Post-Secondary Education).

Ministry of Education Malaysia. (2020). List of schools. https://www.moe.gov.my/sekolah-menengah-kebangsaan-harian

Ministry of Finance. (2023). Budget Speech 2023. https://belanjawan.mof.gov.my/en/budget2023

Moses, P., Cheah, P. K., Yap, P. S. Y., Khambari, M. N. M., & Wong, S. L. (2022). Behind-the-Scenes: Challenges to integrate Google Classroom in teaching and learning. 30th International Conference on Computers in Education Conference, ICCE 2022 - Proceedings, 2, 164–172.

Nugroho, A. A., & Wibowo, U. B. (2020). The influence of school infrastructure on student learning activeness: A research study. Advances in Social Science, Education and Humanities Research, 397, 607–612.

Official Portal of Ministry of Finance. (2023). Budget 2024: RM1.9 billion to upgrade, maintain schools. https://www.mof.gov.my/portal/en/news/press-citations/budget-2024-rm1-9-bln-to-upgrade-maintain-schools-pm-anwar

Qibtiya, M., Amaliyah, N., Anindya, F., Fatimah, D., & Tarihoran, N. (2024). The use of Google Classroom in effectiveness in ELT: Systematic review. Educational Journal: General and Specific Research, 4(2Juni), 282–291. https://adisampublisher.org/index.php/edu/article/view/701

Rahman, S. A. U. (2024, June 20). Technical issues and their Impact on online learning. https://www.shiksha.com/online-courses/articles/how-technical-issues-impact-online-learning-blogId-169785

Saidi, N. A., Mohd Radzi, N. A., Saidi, N., Ab Ghaffar, S. F., Hasbollah, H. R., & Ibrahim, M. (2022). Online learning during pandemic COVID-19: An insight from a rural area. International Journal of Education, Psychology and Counseling, 7(46), 707–716. https://doi.org/10.35631/ijepc.746054

Salahudin, S. N., Ramli, H. S., Razak, M. H., Abdullah, M. S., & Masum, A. (2021). Determinants of career success: A case study of male teachers in secondary schools. Estudios de Economia Aplicada, 39(4). https://doi.org/10.25115/eea.v39i4.4167

Samuri, S.M., Abdul Ghani, H., Rahmatullah, B., & Ab Aziz, N. S. (2016). Sistem sokongan keputusan untuk menilai dan memantau prestasi guru: Kajian rintis di SMK Bachok, Kelantan. Journal of ICT in Education, 3, 55–72.

Sari, N. M., Khoo, Y. Y., & Zakariya, Z. (2022). Systematic literature review of Google Classroom assisted learning: Effects, strengths and challenges. Journal of Contemporary Social Science and Educational Studies, 2(1), 26–42. https://www.jocss.com/index.php/multidiscipline/article/view/89

Shak, M. S. Y., Hasni, N. A., Abdul Malik, N., & Mohd Tahir, M. H. (2022). The use of Google Classroom among students during the COVID-19 pandemic: A review. International Journal of Emerging Technology and Advanced Engineering, 12(8), 36–44. https://doi.org/10.46338/ijetae0822_05

Sidek, N., Ali, N. A., & Rosman, R. (2019). Internet of things-based smart facilities management services successful implementation instrument development, validity, and reliability. 6th International Conference on Research and Innovation in Information Systems. https://doi.org/10.1109/ICRIIS48246.2019.9073655.

Steele, C. (2019). What is the digital divide? Digital Divide Council. http://www.digitaldividecouncil.com/what-is-the-digital-divide/

Sudaryani, H., Rukmini, D., & Ardiasih, L. S. (2023). Students’ perceptions on benefits and challenges in using Google Classroom for online English learning during pandemic COVID-19. Jurnal Pendidikan Bahasa Inggris Undiksha, 11(1), 24–32. https://doi.org/10.23887/jpbi.v11

Tahir, M. H. M., Adnan, A. H. M., Shak, M. S. Y., Shah, D. S. M., & Piaralal, S. D. (2022). Secondary ESL teachers use of Google Classroom during COVID-19 pandemic. Malaysian Journal of Social Sciences and Humanities (MJSSH), 7(5), e001502. https://doi.org/10.47405/mjssh.v7i5.1502

Tai, M. K., Khalip, M., & Omar, A. K. (2022). Measuring teacher competency for the era of education 4.0 in Malaysian secondary schools. Asian Journal of University Education, 18(4), 966–980. https://doi.org/10.24191/ajue.v18i4.20006

Taufik, M., & Effendy, M. B. (2022). “The absence of student-teacher emotional closeness", rural and urban English teachers’ voices during COVID-19 pandemic. Journal of English Language Teaching and Linguistics, 7(1), 43. https://doi.org/10.21462/jeltl.v7i1.707

Telekom Malaysia Berhad. (2021). TM extends free connectivity to more than 1,000 community centres nationwide. TM Your Next Is Now. https://www.tm.com.my/news/tm-extends-free-connectivity-to-more-than-1000-communities

The Star News. (2022). Bridging the learning gap. The Star News. https://www.thestar.com.my/news/education/2022/09/25/bridging-the-learning-gap

Tsegba, S. T., Fayomi, O. I., & Swande, P. I. (2024). Extent of awareness and utilization of Google Classroom in teaching and learning of agricultural education in Joseph Sarwuan Tarka Uniersity, Makurdi, Nigeria. Applied Sciences Research Periodicals, 2(1), 96–121. https://hspublishing.org/ASRP/article/view/340/284

Van De Werfhorst, H. G., Kessenich, E., & Geven, S. (2022). The digital divide in online education: Inequality in digital readiness of students and schools. Computers and Education Open, 3, 1–15. https://doi.org/10.1016/j.caeo.2022.100100

Van Dijk, J. A. G. M. (2017). Digital divide: Impact of access. In The International Encyclopedia of Media Effects. Wiley. https://doi.org/10.1002/9781118783764.wbieme0043

Venkatesh, V., Morris, M. G., Davis, G. B., & Davis, F. D. (2003). User acceptance of information technology: Toward a unified view. In Quarterly (Vol. 27, Issue 3).

Venkatesh, V., Thong, J. Y. L., Xu, X., & Walton, S. M. (2012). Consumer acceptance and use of information technology: Extending the unified theory of acceptance and use of technology. Source: MIS Quarterly, 36(1), 157–178.

Ventura, R. B., Richmond, S., Hasanyan, J., & Porfiri, M. (2020). On the relationship between network connectivity and group performance in small teams of humans: Experiments in virtual reality. Journal of Physics: Complexity, 1(2), 1–15. https://doi.org/10.1088/2632-072X/ab916f

Wood, R. M. (2023). A review on education differences in urban and rural areas. International Research Journal of Educational Research, 14(2), 1–3. https://doi.org/10.14303/2141-5161.2023.254

Zakaria, M., Ahmad, J. H., Bahari, R., Hasan, S. J., & Zolkaflil, S. (2021). Benefits and challenges of adopting Google Classroom in Malaysian university: Educators’ perspectives. Ilkogretim Online: Elementary Education Online, 20(1), 1296–1304. https://www.bibliomed.org/mnsfulltext/218/218-1611664617.pdf?1708562890

Zakaria, M. I. (2023). A systematic review of Google Classroom in Mathematics education. International Journal of Academic Research in Progressive Education and Development, 12(1). https://doi.org/10.6007/ijarped/v12-i1/16535

Downloads

Published

2024-10-15

How to Cite

Yap, P. S. Y., Moses, P., Cheah, P. K., Md. Khambari, M. N., Wong, S. L., & Fu-Yun Yu. (2024). Digital Divide: Facilitating Conditions and Usage of Google Classroom for Teachers in Rural and Urban Secondary Schools in Malaysia . Journal of ICT in Education, 11(2), 66–76. https://doi.org/10.37134/jictie.vol11.2.6.2024