College of Accountancy, Business, Economics and International Hospitality Management

1
Republic of the Philippines

BATANGAS STATE UNIVERSITY JPLPC-Malvar
Malvar, Batangas
College of Accountancy, Business, Economics

and International Hospitality Management
GOOGLE CLASSROOM UTILIZATION: ITS IMPACT ON STUDENTS’
LEARNING DURING THE COVID-19 PANDEMIC
A Thesis
Presented to the Faculty of
College of Accountancy, Business, Economics, and
International Hospitality Management
Batangas State University JPLPC - Malvar
Malvar Batangas
A Partial Fulfillment
Of the Requirements for the Degree
Bachelor of Science in Hospitality Management
By:
John Benedict M. Enriquez
Edgar C. Emperador
Carla Joy B. Recio
May 2021
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Malvar, Batangas

APPROVAL SHEET
This research paper entitled “Google Classroom Utilization: Its Impact on

Students’ Learning During the COVID – 19 Pandemic” prepared and submitted
by John Benedict Enriquez, Edgar C. Emperador and Joy Carla Recio in partial
fulfillment of the requirement for the degree of Bachelor of Science in Hospitality
CECILIA A. MAGNAYE
Adviser
Approved by the Committee on Oral Examination with the grade of ______.
PANEL OF EXAMINERS
DR. PHOEBE DIAN D. BANSIL

Chairperson
MARIA JESSIE S. LEONG RONEL M. SAPUNGAN

Member Member

Accepted and approved in partial fulfillment of the requirements for the Degree of
Bachelor of Science in Hospitality Management.
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Date of Oral Examination AMADO C. GEQUINTO, Ph. D.
Dean of Colleges

ACKNOWLEDGEMENT
The researchers wish to express their profound sincere, heartfelt gratitude and
recognition to the following persons who guided and inspired the researchers to complete
the study and who allotted their valuable towards the completion of this piece of work.
First, to Almighty God, who provided the researchers with the necessary
knowledge and insight to conduct this research and improve the substance of this
document, and who continues to love, care for, and lead them in their efforts to complete
this research;
To Dr. Amado C. Geguinto, Dean of Colleges, for his never-ending support to
the researchers to pursue their goals and dreams, to soar high to be a globally competitive
and responsible individuals of the next generation;
To Dr. Phoebe Dian D. Bansil, the former Associate Dean of CABEIHM and
Chairperson of the panel, for the guidance and support;

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To Mrs. Cecilia A. Magnaye, the research adviser, we are very grateful for
always supporting us with words that give us so much strength in the midst of our
discouragement. You are the reason we continue to do our research even though we are
having a hard time. A sincere thank you for giving it to you;
To Dr. Maria Jessie S. Leong, their research instructor and the panel member,
for her help, advice, guidance and support to the researchers;
To Dr. Ronel M. Sapungan, their panel member whose making time and effort
when the researchers are seeking for help, advice and support.
To Mr. Kenneth R. Magpantay, their statistician, who assisted the researchers in
treating the gathered data and helping them on the logical manner of data presentation;
To their family, for their untiring support and understanding which fueled up the
researchers in crafting this research paper;
To their friends, You've always been there for me, giving me advice and
encouraging me. Even in my darkest moments, you provided me strength and encouraged
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me to keep pushing forward. I want you to know that I will do the same for you since you
were there when no one else was. Thank you so much for being such a wonderful friend;
DEDICATION
To their BSHM students of Batanags State University JPLPC - Malvar
respondents, who cooperatively answered the survey questionnaire even if they are busy
with their studies and activities.
To our beloved parents, we wholeheartedly dedicated this to you who have been
our source of inspiration and gave us strength when we thought of giving up, who
continually provide their moral, spiritual, emotional, and financial support.
To our brothers, sisters, relatives, mentor, friends, and classmates who shared
their words of advice and encouragement to finish this study.
All of these, we offer to you. Thank you and we appreciate you all!
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John Benedict Enriquez
Edgar C. Emperador
Joy Carla B. Recio
TABLE OF CONTENTS
Title Page
TITLE PAGE........................................................................................................... i
APPROVAL SHEET............................................................................................... ii
ACKNOWLEDGEMENT....................................................................................... iii
TABLE OF CONTENTS......................................................................................... iv
LIST OF TABLES………………………………………………………………… v
LIST OF FIGURES.................................................................................................. vi
ABSTRACT………………………………………………………………………… vii
CHAPTER
I. THE PROBLEM
Introduction……………………………………..…………………………
Statement of the Problem…………………………………………………
Theoretical Framework……………..…………..……………..…………...
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Conceptual Framework…………………...……..…………..……………..
Research Hypothesis………...................................................................….
Scope and Limitation of the Study …………………...…..………………
Significance of the study….…...…….…...…………….…..……………
Definition of Terms……...……………….….……..…...…………..........
II. REVIEW OF RELATED LITERATURE

Conceptual Literature…………………..………..……………………….
Research Literature………………………………………………….….…
Synthesis………………………………………………………………….
III. RESEARCH METHODOLOGY

Research Design……………………………………………………....…..
Respondents of the Study…...……………………..……….……........…..
Sampling Design………………………………….………….…...…........
Data Gathering Instruments…...…………………….…………………..
Data Gathering Procedures………………….…...…...………………..…
Statistical Treatment of Data………...…………………...……………….
IV. PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

V. SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATION
Summary…………………………………………………………………..
Findings……………………………………………………………………
Conclusions………………………………………………………………..
Recommendations………………………………………………………….
BIBLIOGRAPHY
APPENDICES
CURRICULUM VITAE
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LIST OF TABLES
Table Title Page
1. Likert Scale
4.1.1 Profile of the Respondents in terms of
Scholastic Achievement………………………………..
4.1.2 Profile of the Respondents in terms of
Available Resources at Home………………………….
4.2.1 Assess the effect of utilization of the
Google Classroom in terms of Cognitive………………
Google Classroom in terms of Psychomotor…………...
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Google Classroom in terms of Affective……………….
4.2.4 Summary of Composite Mean………………………………….
4.3.1 Analysis of difference on the respondent’s
assessment of the effect of the utilization
of Google Classroom on the students’
learning when they are grouped according
to their Profile…………………………………………..
4.4 Course of Action to improve the Google Classroom
Utilization of Students in Online Class during
COVID – 19 Pandemic…………………………………
List of Figure
Figure Title Page

1 Bloom’s Taxonomy…………………………………………….
2 Conceptual Paradigm of the study……………………………...
ABSTRACT
There is a dangerous virus which is called COVID – 19 that has been spread all
around the world and it put all the people in hardship that some are who stopped from
schooling and lost their someone because of the virus. The students motivate themselves
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to continue their studies and there is a new learning system which in through online class
and their main application that they are using is the Google Classroom for easy learning.
The results were obtained by means of using the self-constructed questionnaire

which was subjected to content validation. To analyze and interpret the data gathered, the
researchers used the following statistical tools: frequency and percentage to determine the
profile of the respondents in terms of scholastic achievements and resources at home.
Mean, Composite mean and ANOVA were used to identify the respondents’ impact on
using the Google Classroom for their online class and to determine the significant
difference between the respondents’ assessment and their profile.
The respondents of this study are the total population of students of Bachelor of
Science in Hospitality Industry 2nd Year, 3rd Year and 4th Year in Batangas State
University JPLPC - Malvar. The results of the study revealed that the Google Classroom
utilization were assessed by the respondents as “Practiced”. The results further showed
that there is a significant difference between the respondents’ assessment of the google
utilization when group to their profile. The formulated recommendations were proposed
for the graduates for them to give importance in learning and developing competencies.
Keywords: COVID – 19 Pandemic, Hospitality Management, Learning, and Google

Classroom
CHAPTER 1
THE PROBLEM
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Introduction
One of the most used application for the better experience and easier job for the
student and teachers to send files and distribute the topics is the Google Classroom which
it can have some privacy per sections and subjects and it has also a history for some
power points or files can be downloaded again. It was easy to pass the final output of
projects or assignments there is a certain button to click and attached the files and submit
to the instructor. The instructor can also customize the room color and especially the
name of the room.
Learning is “a process that leads to change, which occur as a result of experience
and increases the potential for improved performance and future learning” (Ambrose et
al, 2010). In other meaning, it is a process that help students to learn well and gain more
knowledge. As the pandemic happened, regular classes are suspended to prevent the
spreading of the virus and the only alternative way to continue studying is to do an online
class. Online class or online education is a form of virtual learning that need an internet
to participate and has unlimited participant and interaction with students and teachers
from around the world. This study proposed the impact of online learning system to
hospitality students in Batangas State University JPLPC Malvar campus.

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The Commission on Higher Education (CHED) launched a new online learning
system which is the online class for this pandemic time, there is no physical contact or
face – to – face classes because of the deadly virus which is called “Covid 19” that is
spread almost around the world that people are getting in critical conditions. Online class
is implemented for the students can continue learning and refrain them to go outside or
have physical contacts to other people and can get the virus and getting worst.
It also answers the problem, how the students applying the new class system
during this pandemic in terms of Internet connection, gadgets that they have, financially
and activities online? What is the relationship between online class and the performance
grade of hospitality students? What are the advantages and disadvantages of online class?
In this paper examines perception of adequate resources that can facilitate or inhibit
student’s adoption of online learning system (Lee 2008). It aims to know the effect of
new learning system to the hospitality students. Due to pandemic that happening right
now, online learning and teaching is becoming a necessity in our life.
This virus is one of the reasons for most of the students to stop their study
especially to the students that are lack of financials and didn’t have the gadget or
equipment to join or continue their study. Some people donated gadgets and also sone
allowance for the internet data for the students who want to continue their studies and
finish their degree. The other people who didn’t have other choices and desperate to
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continue their study, they come up with an inappropriate way just for them to afford to
buy a gadget and money for the data they are going to use for the online.
But there are students who choose to stop and didn’t want to continue their study
for the reason of they didn’t like the online class system, for them they didn’t learn
anything and they getting more complicated and make them bore that they choose to stop
and decided to work or jobless and do nothing.
Batangas State University JPLPC Malvar, continue to give their services to the
people and to the students and implement the new class system for the students to
continue their study and for the personnel of the university to didn’t lose their jobs and to
have their income for their everyday expenses.
Statement of the Problem
The study aims to determine effectiveness and efficiency of the google classroom
to the Hospitality Management students. Specifically, it seeks to answer the following
questions:
1. What is the profile of respondents in terms of:

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1.1 Scholastic Achievements;
1.2 Available resources at home;
2. How do the respondents assess the effect of utilization of the Google Classroom
on the students’ learning during the COVID-19 pandemic as described in Bloom’s
Domains of Learning?
2.1 Cognitive Domain;
2.2 Psychomotor Domain; and
2.3 Affective Domain?
3. Is there a significance difference between respondents’ assessment of the effect of
the utilization of Google Classroom on the students’ learning when they are
grouped according to their profile?

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4. Based on the findings, what online teaching and learning activities may be
proposed to optimize the utilization of Google Classroom and improve students’
learning experiences?
Theoretical Framework
This Bloom’s Taxonomy will be shown on how to have an effective learning
especially using the Google Classroom. It will help on how the students of Batangas State
University JPLPC Malvar Campus will adopt the new education system.
Figure 1. Bloom’s Taxonomy

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This time of pandemic the students is getting hard time on how will they still
learn from online class by not getting hard time to pick up the lessons and can still apply
the it to themselves.
The framework elaborated by Bloom and his collaborators Max Englehart,
Edward Furst, Walter Hill, and David Krathwohl consisted of six major categories:
Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. The
categories after Knowledge were presented as “skills and abilities” with the
understanding that knowledge was the necessary precondition for putting these skills and
abilities into practice. But they revised it and change the taxonomy and used of other
words and meanings.
Here are the authors’ brief explanations of these revised version of the Bloom’s
Taxonomy.
Knowledge: Involves the recall of specific and universals, the recall of methods and
processes, or the recall of A pattern, structure, or setting.
Comprehension: Refers to a type of understanding such that the individual knows what
is being communicated and can make use of the idea being communicated.
Application: Use of abstractions in particular and concrete situations.

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Analysis: Breakdown of a concept into its part constituent parts such that the relative
hierarchy of ideas is made clear.
Synthesis: Putting together of elements and parts to form a whole.
Evaluation: Judgements about the value of materials and methods for given purposes.
Many students and teachers of Batangas State University JPLPC Mavlar Campus
are having a hard time to adopt the new education system. In this theory it will help the
students and teachers on how they going to adopt and apply it to themselves the new
education system.
Conceptual Frameworks
This part of the Study shows the conceptual paradigm of the research using the
IPO or Input-Process-Output Model. It visually serves as a guide in conducting research.

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INPUT PROCESS OUTPUT
Profile of the HM students 1. Construction of Courses of action
in terms of: questionnaires to utilization of google
2. Validation of classroom: its impact on

1. Scholastic
questionnaires students’ learning during
Achievements
3. Administration of this covid-19 pandemic.
2. Available resources at
questionnaires
home
4. Data analysis
HM students applying the
new class system during
pandemic in terms of:
 Cognitive Domain
 Psychomotor
Domain
 Affective Domain
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Figure 2. Conceptual Paradigm of the study
The first box is the input or the profiling which shows the scholastic achievements
and available resources at home of the hospitality management students. It also includes
the respondents utilizing of Google Classroom in terms of cognitive domain,
psychomotor domain and affective domain.
The second box shows the construction of questionnaires, validation of
questionnaires, administration of questionnaires and data analysis that were used by the
researchers in order to know the impact of online learning system to the hospitality
management students during pandemic.
The third box is output or the outcome of the Study which is the courses of action
to utilization of google classroom: its impact on students’ learning during this covid-19
pandemic.
Research Hypothesis
This research study will be guided by the null hypothesis that there is no
significant relationship between the effect of the utilization of Google Classroom on the
students’ learning when they are grouped according to their profile.
Scope and Limitations

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The main objectives of this research are to assess the assessment of the students to
the Google Classroom Utilization: Its Impact on Students’ Learning During the Covid-19
Pandemic. This study will be helpful to the teachers and future researchers and will help
us to know what are the things this new learning system will benefit for the students and
teachers.
Significance of the study
The result of this study provides a valuable information to different beneficiary:
students, parents, faculty members/lecturer, educational institutions and future
researchers.
To the hospitality management students. The result of this study will provide a
reliable information and knowledge about the effectiveness and efficiency of google
classroom to the students.
To the faculty members/lecturer. The result of this study will serve as their
reference for further teaching and gave them an idea on how the students utilization of
google classroom to the learning. Also, as they serve as the supervisors of the students,
they must know the effect or impact of google classroom to the students and always have
a consideration in giving activities or assignments.

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To the Educational Institution. The results and finding of this study will be
useful for the institutions who are in the same field of hospitality programs and improve
their strategy in teaching online. Also, it helpful for the institutions and student to have
better communication of learning.
To the Parents. The results of this study will give an awareness to the parents on
the effect of online learning and use of google classroom to their children and what
struggles they encounter. It also serves as their guidelines on handling and supporting
their children on online during pandemic.
To the Future Researchers. The result of this study can fill in as their guide
regarding novel thoughts and data required in leading this study. Additionally, to the
Future researchers this study will serve as their guide in leading similar points having
same factors and data required in their study.
Definition of terms
Knowledge. Is a familiarity, awareness, or understanding of someone or
something, such as facts, information, descriptions, or skills, which is acquired through
experience or education by perceiving, discovering, or learning. (Librarianship Studies)
Pandemic. Is defined as “an epidemic occurring worldwide, or over a very wide
area, crossing international boundaries and usually affecting a large number of

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people”. The classical definition includes nothing about population immunity, virology or
disease severity. By this definition, pandemics can be said to occur annually in each of
the temperate southern and northern hemispheres, given that seasonal epidemics cross
international boundaries and affect a large number of people. (WHO)
Internet Connection. The Internet is a global wide area network that connects
computer systems across the world. It includes several high-bandwidth data lines that
comprise the Internet "backbone." These lines are connected to major Internet hubs that
distribute data to other locations, such as web servers and ISPs. (Tech Terms)
Scholastic Achievements. The scholastic achievement of a student is a person's
attribute and ability born of instruction. It is a change in behavior and experience as a
result of learning, training, and teaching (Katawanij, 2006. Science Direct)
Online Activity Online learning activities include: synchronous and
asynchronous online discussions, online self-assessments, blogs, wikis, virtual field trips,
virtual labs, case studies, simulations, problem solving, concept mapping, and interactive
learning objects. (University of Warloo)
Google Classroom. Google Classroom is a suite of online tools that allows
teachers to set assignments, have work submitted by students, to mark, and to return
graded papers. It, effectively, was created as a way to get rid of paper in classes and to
make digital learning possible. (Tech learning)

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Cognitive. Cognitive is a term referring to the mental processes involved in
gaining knowledge and comprehension. These cognitive processes include thinking,
knowing, remembering, judging, and problem-solving. These are higher-level functions
of the brain and encompass language, imagination, perception, and planning. (very well
mind)
Psychomotor. Psychomotor learning has been characterized as relating to
organismic and situational factors necessary for the acquisition and performance of
behaviors that are generally reflected by movement (Singer, 1975, 1980). Psychomotor
skills include actions such as contacting, manipulating, or moving an object and
controlling the body or parts of the body. (Link Springer)
Affective. Involves our feelings, emotions, and attitudes, and includes the
manner in which we deal with things emotionally (feelings, values, appreciation,
enthusiasm, motivations, and attitudes).

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CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter deals with conceptual and research literature which are related to the
present study. These literatures helped the present researchers to further study and
analyze all the information needed in this study.
Conceptual Literature
The conceptual literature of the present study is based on the websites that served
as references for the researchers to support the present study. Several local and foreign
references were utilized to give this study a broad definition and wide source of essential
information.
E – Learning. In 1999 at CBT system seminar, when the word “e – learning” was
first utilized. Other words also began to spring up in search of an accurate description
such as “online learning” and “virtual learning”. The principles behind e-learning have
been well documented throughout history, and there is even evidence which suggests that
early forms of e-learning existed as far back as the 19th century.
Isaac Pitman, in 1840’s, he taught his pupils shorthand via correspondence. This
form of symbolic writing was designed to improve writing speed and was popular
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amongst secretaries, journalists, and other individuals who did a great deal of note taking
or writing.
In 1924, the first testing machine was invented. This device allowed students to
test themselves. In 1954, BF Skinner, a Harvard Professor, invented the “teaching
machine”, which enabled schools to administer programmed instruction to their students.
Google Classroom. According to Izwan Nizal Mohd Shaharanee, Jastini Mohd
Jamil, and Sarah Syamimi Mohamad Rodzi (2020), Google classroom can be elevated to
become a View metadata, citation and similar papers at core.ac.uk brought to you by
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pedagogical/cognitive tool to help in changing the focus of the classroom from one that is
teacher-centered and controlled to one that is learner-centered and open to inquiry,
dialogue, and creative thinking on the part of learners as active participants. The use of
Google classroom in teaching and learning data mining and related applications is
intended to be used as a cognitive/pedagogical tool. Traditional instruction is defined as
instruction that is not supplemented with the use of computer software. Using Google
classroom also promotes higher order thinking skills, promotes the development of
problem solving skills and supports “what if…” type questions which are more desirable
in this computer age.

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Gadget. Vubha Mathur and Saloni Arora (2019), they defined modern day
gadgets such as Tablets, smartphones, Ipads, laptops, etc. are electronic devices which
can be easily carried from one place to another. These are being used by the younger
generation of today for brighter prospects but they end up falling to its harmful effects.
Though, there are significant advantages arising from these “Tech devices” like easy
accessibility to information, instant connectivity, enhancement in knowledge, etc. but
addiction to these devices are proving to be a menace rather than a boon.
Tsitsika and Janikian (2013), in their study they have explained how people of
different age groups remain interconnected across the globe through the use of social
networking sites such as Twitter, Facebook, LinkedIn, Youtube, blogs, etc. According to
their findings of 32.7% of the world’s population has access to these social networking
sites which is helping them share their experiences with family and friends.
Sellan and Harper (2002) have explained in their study, that it is easy and
immediate access to health-related inventions through the internet for medical experts.
This definitely highlights the positive effect of the use of tech-devices.
Ophir, Nass, and Wagher (2009) have highlighted an interesting fact about the use
of digital devices. According to their findings, individuals can master multi-tasking and
the use of digital devices enhances the performance of cognitive.

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Samson (2010), has explained the positive effect of laptops and tech-devices on
students, who are motivated by their instructors, and thus they remain connected to
course learning objectives.
Internet. According to Strauss, El-Ansary, Frost (2003) The Internet is a whole
network that are connected to each other. Some computers in this network storing files,
such as web pages, which can be accessed by all network computers.
According to O'Brien (2003) The Internet is a rapidly growing computer network
of millions of businesses, education, and government networks that are interconnected by
the number of users more than 200 countries.
According to Allan (2005) internet is a collection of computer networks that are
physically connected to each other and have the ability to read and menguraikanprotokol
specific communication called Internet Protocol (IP) danTransmission Control Protocol
(TCP). Protocol is a specification sederhanamengenai how computers exchange
information."
Hospitality Industry. Dictionary.com defines the term "hospitality" as being the
"reception and treatment of guests or strangers." From a business's perspective, a business
is viewed as the host, whereas its customers or clients are the guests. Hospitality involves
treating and caring for customers and clients so that they'll continue using the business's
services. If a business fails to treat its customers or clients with respect, it may struggle to
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generate sales. While all businesses can benefit from hospitality, it's particularly
important for certain types of businesses.
Demographic Profile.
It is used to analyze whole societies or just groups of people. It defines by age,
sex, education, nationality, ethnicity, or religion, to name a few. (QuestionPro)
Cognitive. Cognitive is a term referring to the mental processes involved in
gaining knowledge and comprehension. These cognitive processes include thinking,
knowing, remembering, judging, and problem-solving. These are higher-level functions
of the brain and encompass language, imagination, perception, and planning. (very well
mind)
Psychomotor. Psychomotor learning has been characterized as relating to
organismic and situational factors necessary for the acquisition and performance of
behaviors that are generally reflected by movement (Singer, 1975, 1980). Psychomotor
skills include actions such as contacting, manipulating, or moving an object and
controlling the body or parts of the body. (Link Springer)
Research Literature
It discusses the previous study conducted by other researchers and had been found
related to the present study.

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According to the study of Kyrie Eleison Munoz (2021), COVID-19 has flipped
traditional face-to-face exchanges. This quickly prompted involuntary changes that
required appropriate pedagogical strategies suited to online courses. This study explored
the experiences, interactions, and social presence (SP) of participants involved in the
2020 spring term postgraduate program in a Taiwanese university. Through the
interviews with instructors and students, SP was analyzed in terms of affective
association, community cohesion, instructor involvement, and interaction intensity.
Results showed that SP was perceived favorably by students while teachers have
attempted to enhance the learning environment by augmenting the SP indicators. This
study advances the understanding that despite having low perceptions on community
cohesiveness and interaction intensity, there is some emerging evidence to suggest that
SP has been observed by learners even under the pressures and limitations imposed by
COVID-19 on HEIs. Theoretical and practical contributions are provided to assist
universities navigating their way out of COVID-19.
According to the study of Patrick C. Lee (2018), career development theory
explains that although graduates can make their own career decisions, such decisions can
also be determined by a variety of influences, such as family, school, community, and
social factors (K. A. Jungen, 2008). The majority of hospitality management college
students are from Generation Y and are influenced by social media. Therefore, the aim of
this research was to explore the extent to which different influential career decision-
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making factors (i.e., advisors, industry mentors, parents, faculty members, and social
media) impact hospitality management students. An online survey was used, and 558
completed surveys were collected. The results of this study show that traditional factors
can be a greater influence on students’ career decisions than social media. Administrators
of hospitality management programs should consider adopting and maximizing both
traditional and online approaches to assist students in their career decision making.
According to the study of Sut Leng Lei (2021), understanding teachers’ and
students’ perceptions of online teaching and learning has been an important and popular
research topic. As the COVID-19 outbreak has made online learning the best available
option under social distancing and quarantine policies, the conversation on the
effectiveness of online learning and its potential to strive in the future continues.
However, as this conversation has received relatively less attention in the tourism and
hospitality literature, this study investigated the online teaching and learning experiences
of university teachers and students respectively the tourism and hospitality programs.
Using an online survey distributed in March 2020, data were collected from 117
academic staff members and 491 students from over 15 higher education institutions that
offer tourism and hospitality subjects in China. The two data sets (teachers and students)
were compared using independent samples t-test and multi-group structural equation
modeling. The findings reveal the similarities and differences between the two groups in
terms of the factors affecting online teaching and learning satisfaction. Managerial
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implications are suggested to institutions and educators to enhance teachers’ online
teaching satisfaction and students’ online learning satisfaction.
According to the study of Annaraud & Singh (2017), Face-to-face (f2f) learning
has evolved and expanded to distance learning. Distance learning occurs when students
and teachers are located in a different geographical region. With the rapid spread of
Internet technologies, the initial communication methods of distance learning, such as
telephone, television, and audio/video recordings, have become obsolete. Internet
technologies worldwide have led to the unprecedented growth of online learning in the
past couple of decades. As technology continues to mitigate barriers of online learning
and advances online features and functions, it is of paramount importance to assess
perceptions of online learning from both students and instructors and their sense of
community in the virtual classroom environment. Hospitality and tourism researchers
have shown benefits and issues of online learning, compared to those of f2f learning.
According to the study of Wijaya, Andri (2016), The rapid development of
information technology in recent years has changed the paradigm of society. One field
that is getting a signicant impact is the field of education, where education is a process of
communication and information from teachers to students that contains the information
education, that sparked the birth of the idea of e-learning. The use of any e-learning
system is always followed by a push factors, as well as e-learning launched by Google.

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According to the study of Mike Okmawati (2020), Educational systems
worldwide has been affected by the Covid-19 pandemic, leading to the near-total closures
of schools, and colleges. Most governments around the world have temporarily closed
educational institutions in order to restrain the spread of Covid-19. This requires all
elements of education to adapt and to continue the teaching learning process. The
Indonesia Government assigns the distance learning system using online learning. This is
effective solution to activate classroom even though school have been closed to reduce
the spread of covid-19. Many platforms of digital sources have been implemented by
school, one of them is using Google Classroom.
According to the study of Izwan Nizal Mohd Shaharanee and Jastini Mohd Jamil
(2016), As the world is being developed with the new technologies, discovering and
manipulating new ideas and concepts of online education are changing rapidly. In
response to these changes, many states, institutions, and organizations have been working
on strategic plans to implement online education. At the same time, misconceptions and
myths related to the difficulty of teaching and learning online, technologies available to
support online instruction, the support and compensation needed for high-quality
instructors, and the needs of online students create challenges for such vision statements
and planning documents.

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According to the study of Sathyendra Bhat, Ragesh Raju, Athokpam Bikramjit
and Rio D'Souza (2018), In the modern day and age, technology is very much ubiquitous,
in other words it is anywhere and everywhere. The most interesting aspect of this trend is
that the educational systems are adapting to technology at a rapid pace. This is
increasingly assisting the careers of students as well as the teacher. The technology which
is most often right on the fingertips, keeps everything and everyone updated while the
rest is getting outdated. Classroom teaching can do wonders with the implementation and
usage of technology since the modern world is in need of it.The current trend is to learn
online, where almost everything is available on the screen right in front of the learner.
These E-Learning techniques are epitomized in Google Suite for Education which offers
a plethora of opportunities for the learners to explore various options in front of themto
leverage ELearning.
According to the study of IEEE (1999), educators began adopting computer
networking in the mid-1970s, soon after the invention of packet-switched networks
(1969) and e-mail and computer conferencing (1971) for exchange of scientific
information. In late 1993, the author set out to help design a system using the Internet that
would encourage the adoption of a collaborative learning approach.
According to Selma Vonderwell and Sajit Zachariah (2014), that online learner
participation and patterns of participation are influenced by the following factors:

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technology and interface characteristics, content area experience, student roles and
instructional tasks, and information overload. Effective online learning requires
interdependence for a shared understanding of learning goals in a learning community.
Monitoring student participation and patterns of participation closely can help instructors
identify student needs and scaffold learning accordingly.
Synthesis
The conceptual and research literature discussed the different topics that have
significant bearing with the present study. For better understanding, it used different
articles and concepts of various authors
The topic of Kyrie Eleison Munoz, it was about the virus that been spread
throughout the world that it makes difficult for the people because the virus is fatal and it
affected the students that make then used the virtual learning. Using of internet and
gadget to make them available to join the online learning.
The topic of Patrick C. Lee tells us that the career development can be affect by
own decisions, friends, family, interest and admiration. Career cannot be change it will be
the track that the person chooses to its life. Hospitality industry have numerous of
opportunity for the chosen career in life.

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The topic of Strauss, El-Ansary, Frost (2003) internet is important especial in this
era because all the things that we need is on the internet and to make us to access to the
websites or applications we need internet connection. It needed a gadget to use for us to
use the internet and gadgets now adays, it makes our work easier and more instant.
The topic of Selma Vonderwell and Sajit Zachariah, it tells us on what are the
factors that in participating in online learning that we have today. The factors are
technology and interface characteristics, content area experience, student roles and
instructional tasks, and information overload.
The topic of IEEE, students that are in online learning is the only one choice of
learning because of this pandemic and the students need an gadgets and internet to use to
able to apply in online class.

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CHAPTER III
RESEARCH METHOD AND PROCEDURES
This chapter presents the detailed discussion of the research design, respondents
of the study, sampling design, data gathering instrument, data gathering procedure, and
statistical treatment of data.
Research Design
This study used the descriptive method in gathering information about the
utilization of google classroom: it’s impact on hospitality management students.
Descriptive method can investigate one or more variables. It helps the researchers to
obtain result about the topic. Descriptive research involved collecting data in order to
answer the current discipline and status of the respondents. According to Gall & Borg
(2007) The goal of descriptive research is to describe a phenomenon and its
characteristics. This research is more concerned with what rather than how or why
something has happened. Therefore, observation and survey tools are often used to gather
data. In such research, the data may be collected qualitatively, but it is often analyzed
quantitatively, using frequencies, percentages, averages, or other statistical analyses to
determine relationships. To determine cause and effect, experimental research is required.

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A descriptive research design can use a wide variety of quantitative and qualitative
methods to investigate one or more variables.
Respondents of the study
In the Academic Year 2020- 2021, there are 88 BSHM third year students, 120
BSHM second year students and 110 first year BSHM students for a total of 318 students.
100 of the students were used by the researchers as respondents for the assessment of the
Google Classroom Utilization: Its Impact on Students’ Learning During the Covid-19
Pandemic.
Sampling Design
Stratified sampling is a type of sampling method in which the total population is
divided into smaller groups or strata to complete the sampling process. The researchers
used the stratified sampling method on 100 BSHM students of Batangas State University
JPLPC- Malvar.
Data Gathering Instrument
In order to bring out information needed in this study, the researchers use of well-
designed questionnaire and online survey form through Google Docs. The researchers
decided to use Google Docs because it is the only way to distribute each of affirmations
in the questionnaire since there were no face-to-face classes due to the incident of the
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COVID-19 Pandemic. These instruments were appropriate, time and financial
preservation. The well-designed questionnaire has two sections. The first part contains of
the demographic which answered the data questions with regard to the respondent's
scholastic achievement and resources at home. This part of the questionnaire is necessary
because it gave the researchers comprehensive data regarding the respondent's profile.
The second part of the questionnaire is the survey proper where the main questions or
statements were found. This part of the study gave the researchers a clear understanding
and data on the respondent’s assessment on the Google Classroom utilization: its impact
on students’ learning during the COVID – 19 pandemic. To determine the reliability of
the survey questionnaire, the researchers performed the dry run of the questionnaire last
October 6, 2021 and using 4 – point rating scale.
Scale Interpretation Verbal

Interpretation
4.00 – 3.50 Strongly Agree Highly Competent
3.49 – 2.50 Agree Competent
2.49 – 1.50 Moderately Agree Moderately

Competent
1.49 – 1.00 Disagree Not competent
Table 1. Likert Scale
Data Gathering Procedures

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The researchers read and reviewed different kinds of online articles and published
research, in order to come up with the topic. After they have decided on their topic, they
submitted it to their research instructor and asked for approval. Then the researchers
started to gadder related information and literature to support and enrich their study.
The questionnaire conducted by the researchers and approved by the researcher’s
adviser, the questionnaire is based on the Google Classroom Utilization: It’s Impact on
Students’ Learning During the COVID – 19 Pandemic.
The researchers distributed the questionnaires to social media because there is no
face to face for now and the researchers make a website that make it easier to collect the
answers and uniform formats.
Statistical Treatment of Data
Under this, the researchers have used statistical methods which helped them
determine the outcome based on the data gathered. Frequency and Percentage, this was
used to determine the personal profile of the respondents in terms of scholastic
achievements and resources at home. And also, their assessment on Google Classroom
Utilization: Its Impact on Students’ Learning During the COVID – 19 Pandemic..
Weighted Mean, this was used to determine and assess the student's applying the new
class system during pandemic in Batangas State University JPLPC-Malvar when grouped
according to profile. T-Test and One-Way Analysis of Variance, this was used also to
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show the difference between the respondents’ assessment on the Google Classroom
Utilization: Its Impact on Students’ Learning During the Covid-19 Pandemic when
grouped according to profile.

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CHAPTER IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter contains all the results of the statistical data and analysis presented in
tabular format and systematized discussions and presented the sequence in the statement
of the problem indicated in chapter I.
1. Profile of the respondents
1.1 Scholastic Achievement
Table 4.1.1 presents the frequency distribution of the respondents in terms of their
Scholastic Achievement. The profile of the respondents in terms of scholastic
achievement was determined and interpreted using the frequency and percentage.
Table 4.1.1
Profile of the Respondents in terms of Scholastic Achievement

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Frequency Percentage
Excellent 30 30
Very Good 56 56
Good 14 14
Total 100 100
As shown in Table 4.1.1, it was found out that the greatest number of respondents'
scholastic achievement is very good with a frequency and percentage distribution of 56.
Second highest number is excellent with 30 percent. The least number of respondents
scholastic achievement is good with a frequency and percentage of 14.
According to the study of Melanie Stephan, Stefan Marcus and Michaela Glaser –
Zikuda Students who attended the online course reported a higher level of boredom,
anxiety, and anger, but less enjoyment. Furthermore, the results show that online students
reported significantly higher levels of achievement task value and technological control.
Technological value correlated significantly with enjoyment. In contrast to the theoretical
assumptions, no systematic differences were found between the two learning
environments for the achievement emotions hope, shame, hopelessness, and anxiety.
Regardless of the learning environment, enjoyment was essential for the value that
students attach to both, learning content and technology.

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1.2 Available Resources at Home
The profile of the respondents in terms of available resources at home was
determined and interpreted using frequency and percentage. Table 4.1.2 shows the
distribution of the respondents in terms of their available resources at home.
Table 4.1.2
Profile of the Respondents in terms of Available Resources at Home
Gadgets Frequency Percentage
Laptop 17 17
Computer 2 2
Mobile Phone 81 81
Total 100 100
As depicted from Table 4.1.2, it could be seen that most respondents are those
students using mobile phones with a frequency and percentage of 81. This was followed
by students using laptops with 17 frequency and percentage. The third on the list are the
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students who use computers with a frequency and percentage of 2. This probably means
today that most students are using mobile phones for their online classroom.
According to the study of Dewi Ratnasari, an educator using various sources in
the process of teaching and learning activities that are useful to enhance the effectiveness
of teaching and learning in the classroom. Utilization of gadgets and other sources in
learning at class plays an important role as a source of learning and support the process of
learning to be comfortable, so that the creation of learning process that is effective and
efficient to improve student learning outcomes.
2. Students Utilizing the Use of Google Classroom
2.1 Cognitive
Is a term referring to the mental processes involved in gaining knowledge and
comprehension. These cognitive processes include thinking, knowing, remembering,
judging, and problem solving. These are higher-level functions of the brain and
encompass language, imagination, perception, and planning. (Very well mind). The result
presented the weighted mean and composite mean with its corresponding verbal
interpretation.
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Table 4.2.1
Assess the effect of utilization of the Google Classroom in terms of Cognitive
Statement
Mean Interpretation
While utilizing the Google Classroom, I can…
1. recall easily important information uploaded by my
3.38 Agree
instructor.
2. explain important information asked in the worksheets. 3.28 Agree
3. solve closed-ended problems and questions assigned
3.21 Agree
by the instructor.
4. discuss open-ended problems and questions assigned
3.26 Agree
by the instructor.
5. create “unique” answers to questions or problems 3.29 Agree
6. make critical judgments based on sound knowledge
3.19 Disagree
base.
7. retrieve relevant information and important
3.37 Agree
knowledge.
8. translate and explain facts, concepts, principles, laws,
3.30 Agree
and theories.
9. compare and elaborate similarities, differences, and
3.42 Strongly Agree
relationship between one idea and the other.
10. provide my opinion, evaluation, and conclusion on a
3.30 Agree
statement and principle.
Composite Mean 3.30 Competent
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Table 4.2.1 presents Assess the effect of utilization of the use of google classroom
of Hospitality Management students in terms of cognitive with the composite mean of
3.30 and virtually interpreted as “Competent”.
Hence, respondents can compare and elaborate similarities, differences, and
relationship between one idea and the other which present a weighted mean of 3.42 and
interpreted as “Strongly Agree”. This revealed that respondents always use cognitive
processes including thinking, knowing, remembering, judging, and problem solving
whenever they use google classroom.
Bloom (1956) identified six levels within the cognitive domain, from the simple
recall or recognition of facts, as the lowest level, through increasingly more complex and
abstract mental levels, to the highest order which is classified as evaluation.
Also, the researchers have found out that respondents agree “recall important
information uploaded by my instructor” which presents a weighted mean of 3.38 and
verbally interpreted as “Agree”. This means, despite pandemic students can adapt and
learn their lessons during online class. Also finish and submit their assignments or
activities on time.
2.2 Psychomotor
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It refers to those objectives that are specific to reflex actions, interpretive
movements and discreet physical functions. The result was presented weighted mean and
composite mean with its corresponding verbal interpretation.
Table 4.2.2
Assess the effect of utilization of the Google Classroom in terms of Psychomotor
Statement
Mean Interpretation
1. obtain cues to guide my action and translate these cues
3.44 Agree
perception into actions.
2. take actions that involve my mental, physical, and Strongly
3.53
emotional set. Agree
3. perform tasks independently without support or help
3.47 Agree
from others.
4. present performance tasks with the degree of confidence
3.42 Agree
and proficiency.
5. execute motor acts involving complex pattern of
3.49 Agree
movements in laboratory subjects.
6. adapt new skill to meet and solve specific problem
3.41 Agree
situation.
7. modify movement pattern to account for new situations. 3.43 Agree
8. create new tasks that incorporate learned ones. 3.50 Agree
9. change, rearrange, reorganize, revise, and improve ideas Strongly
3.51
in compositions, reports, and presentations. Agree
10. design, sketch, build, construct, and fix concrete Strongly
3.51
projects that require mental and physical prowess. Agree
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Based on the table presented, it could be seen that the students assess the
utilization of the use of google classrooms in terms of psychomotor with the composite
mean of 3.47 and virtually interpreted as “Competent”. Specifically, the researchers have
found out that the respondents “take actions that involve my mental, physical, and
emotional set” with the weighted mean of 3.53 and verbally interpreted as “Strongly
Agree”. This implies that HM students can take responsibility for their actions that
involve their physical, mental and emotional behavior.
Elizabeth J. Simpson defined psychomotor domain as a mental activity with
physical movement, skills, and reactions to environment stimuli. Also, she added that
jumping aside to avoid an oncoming car or positioning oneself to catch a ball.
2.3 Affective
The affective domain involves our feelings, emotions, and attitudes, and
includes the manner in which we deal with things emotionally (feelings, values,
appreciation, enthusiasm, motivations, and attitudes).
Table 4.2.3
Assess the effect of utilization of the Google Classroom in terms of Affective

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Statement
Mean Interpretation
1. make myself aware and willing to listen and select
3.33 Agree
attention.
2. participate in group work for assigned specific tasks. 3.33 Agree
3. respond to new information or experiences shared by
3.29 Agree
others.
4. give value or worth to particular materials or
3.30 Agree
assignments.
5. show acceptance from simple to more complex state of
3.27 Agree
commitment.
6. incorporate new information or experiences to my life. 3.33 Agree
7. change my behavior and attitudes towards my instructor
3.37 Agree
and fellow students.
8. value the system being implemented by my instructors. 3.29 Agree
9. display appropriate actions and manners. 3.36 Agree
10. demonstrate diligence, commitment, persistence, and
3.31 Agree
cooperation in laboratory class.
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Presented in the Table 4.2.3 that HM students were assessing the effect of the use
of google classroom in terms of affective domain with the composite mean of 3.32 and
virtually interpreted as “Competent”. The researchers have found that while the
respondents utilizing google classroom, they can display appropriate actions and manners
with the weighted mean of 3.36 and virtually interpreted as “Agree” maybe because of
their pass experience in learning on how to professionally act while in class they will be
able to apply it having online classes.
Bloom (1956) concluded to his study that affective domain is arranged in a
hierarchy whereby learners move from simpler feelings to more complex feelings.
The guiding principle for movement through the hierarchy is internalization.
Internalization is the process whereby your affect toward something goes from a
general awareness level to a point where the affect is internalized and consistently
guides or controls your behavior.
Also, the respondents can respond to new information or experiences shared
by others with the weighted mean of 3.29 and interpreted as “Agree” this means that
students can easily know and building initial knowledge that they need in order
to access upcoming content.
Krathwohl (1964) describes affective domain is a learning objective that
emphasize a feeling tone, an emotion, or a degree of acceptance or rejection. Affective

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objectives vary from simple attention to selected phenomena to complex but internally
consistent qualities of character and conscience. We found a large number of such
objectives in the literature expressed as interests, attitudes, appreciations, values, and
emotional sets or biases.
Table 4.2.4
Summary of Composite Mean
Variable Mean Interpretation

3
Cognitive Competent
.30
3
Psychomotor Competent
.47
3
Affective. Competent
.32
Grand Composite Mean 3.36 Competent
In summary, the Hospitality Management students “Competent” in assess the
effect of utilization of the google classroom with grand composite mean of 3.36. This
implies that students agree on the effectiveness of using google classroom during this
time of pandemic. Specifically in terms of psychomotor, students can present
performance tasks with the degree of confidence and proficiency while utilizing google
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classroom with composite mean of 3.47 and virtually interpreted “Competent”. This
signifies that despite of pandemic students can learn through google classroom and
perform well during class.
Borich, G.D. (1996) stated that psychomotor domain requires performance of
some action independent of either written instructions or a visual model. One is expected
to reproduce an action with control and to reduce errors to a minimum. He concluded that
the learner observes and then imitates an action. These behaviors may be crude and
imperfect. Lastly, the difference is that these actions are performed with the aid of written
and verbal instruction, not visual demonstration.
Also, the HM students were agreeing in affective of using google classroom as a
tool of learning because it makes their self aware and willing to listen and select attention
during class with composite mean of 3.32 and virtually interpreted “Agree”. This
signifies those students give value or worth to particular materials or assignments. It also
implies that HM students were aware the importance of learning during this time of
pandemic.
Borich, G.D. (1996) discussed that affective domain Display behavior consistent
with a single belief or attitude in situations where one is neither forced or asked to
comply. One is expected to demonstrate a preference or display a high degree of
certainty and conviction. He stated that One is required to comply with given
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expectations by attending or reacting to certain stimuli. One is expected to obey,
participate, or respond willingly when asked or directed to do something.
Lastly, HM students agree in cognitive domain as assess of utilization of the
google classroom with composite mean of 3.30 and virtually interpreted “Competent”.
This means students can explain important information asked in the worksheets and
create “unique” answers to questions or problems. It implies that students do their
assignment or activities properly.
3. Significance difference between respondents’ assessment of the effect of the
utilization of Google Classroom on the students’ learning when they are grouped
according to their profile?
Table 4.3.1 presents the analysis of difference between the respondents’
assessment of the effect of the utilization of google classroom on the students learning
when they are grouped according to their profile. The table also includes the computed F-
value and p-value at five percent level of significance and corresponding degrees of
freedom. The comparison of two values led to the acceptance or rejection of the null
hypothesis.
The table below presents the summary of computation. When testing was done on
the difference that exists between the assessment of the respondents when they were
grouped according to their profile. The table shows that when the test was conducted,
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across all profiling variables, the researchers generated probability values greater than
and less than alpha at 0.05. Due to the computed results, all variables failed to reject the
null hypothesis. That leads to the conclusion that there is no significant difference
between the assessment of the respondents when they were group according to their
profile.
Table 4.3.1
Analysis of difference on the respondent’s assessment of the effect of the utilization
of Google Classroom on the students’ learning when they are grouped according to
their Profile
Profile Variable f-value p-value Decision h0 Interpretation

Scholastic Achievements 0.477 0.622 failed to reject not significant
Available Resources at
0.394 0.676 failed to reject not significant
Home
As depicted to the table, Utilization of Google Classroom on the HM students in
terms of their scholastic achievement and available resources at home found out that
there’s no significant difference when they are grouped according to their profile. In
terms of scholastic achievements, a computed F-value of .477 and p-value of .622 found
to be greater than 0.05 significance level which resulted to failed to rejection of the null
hypothesis and found to have no significant difference. In 100 respondents 56 students
are very good, 30 students are excellent and 14 students are good in terms of their
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scholastic achievement. This means that despite of differences in their scholastic
achievement, HM students are able to accomplish their lessons and activities. On the
other hand, in terms of available resources at home, the Hospitality Management students
do not differ on their assessment of the effect of the utilization of google classroom
presenting a F-value of .394 and p-value of .676 which was also greater than 0.05 level of
significance determining a no significant difference. This means, despite of differences in
gadgets they using, Hospitality Management students can attend and cooperate during
class.
According to the study of Melanie Stephan, Stefan Marcus and Michaela
Glaser – Zikuda Students who attended the online course reported a higher level of
boredom, anxiety, and anger, but less enjoyment. Furthermore, the results show that
online students reported significantly higher levels of achievement task value and
technological control. Technological value correlated significantly with enjoyment. In
contrast to the theoretical assumptions, no systematic differences were found between the
two learning environments for the achievement emotions hope, shame, hopelessness, and
anxiety. Regardless of the learning environment, enjoyment was essential for the value
that students attach to both, learning content and technology.

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According to the study of Dewi Ratnasari, an educator using various sources in
the process of teaching and learning activities that are useful to enhance the effectiveness
of teaching and learning in the classroom. Utilization of gadgets and other sources in
learning at class plays an important role as a source of learning and support the process of
learning to be comfortable, so that the creation of learning process that is effective and
efficient to improve student learning outcomes.
4. Course of action
After analyzing the result of the study, the researchers came up with the following
courses of action that may be recommended to the students of Hospitality Management of
Batangas State University JPLPC - Malvar and the like.
Table 4.4
Course of Action to improve the Google Classroom Utilization of Students in Online
Class during COVID – 19 Pandemic.

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Areas Findings Objectives Strategies / Expected Person(s)

Concerned Activities Outcome Involved
Cognitive I can make For the To have a The Students,

Domain critical students quiz that students Instructors,
judgments pick up the will test the will impress Guest
based on lesson and students if their lecturers
sound their they learn thoughts and
knowledge impression something more about Educators
base. to the from the the
lessons by discussion. knowledge
sound that they
knowledge have
base. learned.
Psychomoto I can adapt For the Make an The Students,

r Domain new skill to Students to activity that students Instructors,
meet and discover will enhance improved Guest
solve new skills in or show the their skills lecturers
specific applying the skills of the on solving and
problem knowledge student and and new Educators
situation. that they applying the ways on
learn. knowledge they can
into actions. sold the
problem.
Affective I can show For the Motivate the The Students,

Domain acceptance students to students to students are Instructors,
from simple be more eager to fully Guest
to more commitment learn more committed lecturers
complex on their and didn’t and and
state of learning feel bored motivated Educators
commitment. through on the class. to learn
online class. through
online.
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Malvar, Batangas

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CHAPTER V
SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the summary, findings, conclusions and recommendations
drawn based on the results obtained by the researchers.
The study assessed the Google Classroom Utilization: Its Impact on Students’
Learning During the COVID – 19 Pandemic. It sought answers on the demographic
profile of the students in terms of scholastic achievements and resources at home.
The study used the descriptive method of research with the online survey
questionnaire as its main tool in gathering the data. The respondents of this study were
the total population of second year to fourth year HM students of Batangas State
University – JPLPC Malvar. The statistical tools used in the analysis of data were
frequency, percentage and weighted mean.
Findings
The following are the findings of the study:
1. This study showed that most of the student respondents’ scholastics achievements are
“very good” with the frequency and percentage of 56. Most hospitality management
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students were using mobile phones as their resource at home for using Google Classroom
with the frequency and percentage of 81.
2. The assessment on the conducted study of the Google Classroom utilization: its impact
on students’ learning during the COVID - 19 Pandemic in terms of cognitive domain
resulted a composite mean of 3.30 and the verbally interpretation as “Competent”. The
highest weighted mean is the statement “While utilizing the Google Classroom, I can
compare and elaborate similarities, differences, and relationship between one idea and the
other” with 3.42 and verbally interpreted as “Strongly Agree” and the least weighted
mean is the statement “While utilizing the Google Classroom, I can make critical
judgments based on sound knowledge base” with 3.19 and the verbal interpretation as
“Disagree”.
In terms of psychomotor domain, the composite mean is 3.47 with the verbal
interpretation as “Competent”. The highest weighted mean is the statement “While
utilizing the Google Classroom, I can take actions that involve my mental, physical, and
emotional set” with 3.53 and the verbal interpretation as “Strongly Agree” and the least
weighted mean is the statement “While utilizing the Google Classroom, I can adapt new
skill to meet and solve specific problem situation” with 3.41 and the verbal interpretation
as “Agree”.
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In terms of affective domain, the composite mean is 3.32 with the verbal
interpretation as “Competent”. The highest weighted mean is the statement “While
utilizing the Google Classroom, I can change my behavior and attitudes towards my
instructor and fellow students” with 3.37 and the verbal interpretation as “Agree” and the
least weighted mean is the statement “While utilizing the Google Classroom, I can show
acceptance from simple to more complex state of commitment” with 3.27 and the verbal
interpretation as “Agree”.
3. The findings when tested the study of the Google Classroom Utilization: Its Impact on
Students’ Learning During the COVID – 19 Pandemic was found to have no significant
differences when grouped according to their profile which are scholastic achievements
and resources at home with the p-value of 0.622 level of significance.
In terms of the respondents’ scholastic achievements, it resulted as no significant
difference found on the students’ assessment based on the assessed variables when
grouped according to their profile. The null hypothesis of no significance failed to be
rejected.
In terms of the respondents’ resources at home, it resulted as no significant
difference found on the students’ assessment based on the assessed variables when
grouped according to their profile. The null hypothesis of no significance failed to be
rejected.
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The result shows that the profile of hospitality students in terms of scholastic
achievements and resources at home do not significantly differ on their assessment on the
Google Classroom Utilization: Its Impact on Students’ Learning During the COVID – 19
Pandemic. This means that they utilized the Google Classroom as “Competent”.
4. The student researchers would like to implement a course of action to improve the
Pandemic. Based on data gathered from the respondent, the proposed course of action
will help the hospitality students to improve their studies by using the google classroom
during the Covid-19 Pandemic. In terms of Cognitive Domain, the students can gain
knowledge and comprehension. These cognitive processes include thinking, knowing,
remembering, judging, and problem – solving. It will help the students to enhance their
skills in learning. In terms of Psychomotor Domain, the students can execute the
knowledge they learn in actions. The psychomotor skills are contacting, manipulating, or
moving an object and controlling the body or parts of the body. It helps the students to
apply the knowledge into actions. In terms of Affective Domain, the students involve our
feelings, emotions, and attitudes, and includes the manner in which we deal with
things emotionally. It helps the students on how will they can motivate themselves in
learning especially now that there is a COVID – 19 Pandemic and it also affects the
students learning.
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Conclusions
Based on the findings of the research study, following conclusions were made.
1. Based on the findings the students’ respondents most have the “Very Good” remarks
on their scholastic achievements and majority of them are using mobile phones as their
resource at home for utilizing google classroom.
1. 2. Based on the findings, students assessed the Google Classroom Utilization: Its
Impact on Students’ Learning During the COVID – 19 Pandemic. Moreover,
respondents assessed Cognitive Domain, Psychomotor Domain and Affective Domain as
“Competent” which resulted to a grand composite mean of 3.36.
3. There is no significant difference on the respondents' responses on the assessment of
Pandemic when grouped according to their profile.
4. There is a given recommendations in terms cognitive domain, psychomotor domain
and affective domain for the better outcome or improvement and enhancement of the
Pandemic.
Recommendations
Based on the findings and conclusions, the following recommendations are

64
Malvar, Batangas

hereby given:
1. To the students of Bachelor of Science in Hospitality Management, the researchers
implemented a way on how to improve their google classroom utilization during
pandemic. For the BSHM students who are using google classroom for their learning it
will help them to continue their learning even if there is a COVID – 19 Pandemic. It will
also motivate to learn more and achieve a good grade.
2. To the CABEIHM Department, the researchers serving this study as an information
about the utilize of google classroom. The department can align its intended learning
outcomes among students to motivate even if there is a COVID – 19 Pandemic.
3. To the student researcher and future researcher, this study would be useful to student
and future researchers as they gain knowledge on how will they and motivate on
studying. It will also help them to easily understand the lessons and achieve higher
grades. To the future researchers they can use this study to guide for their future study. It
can be use to find a solution to the problem.

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A. JOURNALS
Selma Vonderwell and Sajit Zachariah (2014) Factors that Influence Participation In

Online Learning: Journal of Research on Technology in Education: Vol 38, No 2
(tandfonline.com)
IEEE (1999) A framework for online learning: the Virtual-U | IEEE Journals & Magazine
| IEEE Xplore
Patrick C. Lee Who Influences College Students’ Career Choices? An Empirical Study
of Hospitality Management Students: Journal of Hospitality & Tourism Education: Vol
31, No 2 (tandfonline.com)
Sut Ieng Lei Online Teaching and Learning Experiences During the COVID-19
Pandemic – A Comparison of Teacher and Student Perceptions: Journal of Hospitality &
Tourism Education: Vol 0, No 0 (tandfonline.com)
Kyrie Eleison Munoz Enhancing online learning environments using social presence:
evidence from hospitality online courses during COVID-19: Journal of Teaching in
Travel & Tourism: Vol 0, No 0 (tandfonline.com)
B. THESIS AND DISSERTATION
Shai Shalev-Shwartz (2012) OLsurvey.pdf
Means, Barbara and Toyama, Yuki and Murphy, Robert and Bakia, Marianne and Jones,

Karla (2009) US_DepEdu_Final_report_2009.pdf
Lisa Lane (2019) An Open, Online Class to Prepare Faculty to Teach Online - Learning
& Technology Library (LearnTechLib)
Haron et. al. (2011) (PDF) Blended learning: A view from hospitality students | Rashid
Salleh - Academia.edu
Annaraud & Singh (2017) kim2018.pdf
Vibha Mathur and Saloni Arora (2019) 04-06-2019-1559634099-6-IMPACT - IJRHAL-

42. format. hum - MODERN DAY GADGETS & THEIR IMPACT ON HEALTH &
ACADEMIC PERFORMANCE OF THE YOUTH.pdf
66
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Nikole D. Patson, PhD Getting Students to Discuss by Channeling the Affective Domain |
Faculty Focus
C. ELECTRONIC SOURCES
Online activity Developing Online Learning Activities for Blended Courses | Centre for
Teaching Excellence | University of Waterloo (uwaterloo.ca)
Financial Financial | Definition of Financial at Dictionary.com
Gadget Gadget definition and meaning | Collins English Dictionary

(collinsdictionary.com)
Internet https://techterms.com/definition/internet
Pandemic WHO | The classical definition of a pandemic is not elusive
E – learning What is E-learning? Definition of E-learning, E-learning Meaning - The

Economic Times (indiatimes.com)
E – learning The Evolution and History of eLearning - TalentLMS
Knowledge Knowledge (librarianshipstudies.com)
Year Level CHED K to 12 Transition Program - CHED
Sex Sexual and Reproductive Health and Research (SRH), including the Human
Reproduction Programme (HRP) (who.int)
Age Are There Age-Related Differences in the Ability to Learn Configural Responses?
(plos.org)
Internet Understanding the Internet , according to experts - MY CANGGUK
Hospitality Industry What Is Hospitality and Why is it so Important?

(ahaworldcampus.com)
Cognitive, Affective and Psychomotor Domains Cognitive, Affective, and Psychomotor

Domains (washington.edu)
Learning Taxonomy Learning-Taxonomy-Affective.pdf

67
Malvar, Batangas

Psychomotor Domain Psychomotor Domain: Definition & Examples - Video & Lesson
Transcript | Study.com
Bloom’s Taxonomy Bloom's Taxonomy (gmu.edu)

68
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APPENDICES
69
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APPENDIX A
(COMMUNICATION LETTER)
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MRS. CECILIA MAGNAYE
Thesis Adviser
Greetings of Love and Peace!
We, the undersigned students of Batangas State University JPLPC -Malvar,

taking Bachelor of Science in Hospitality Management are currently conducting a study
entitled “Google Classroom Utilization: Its Impact on Students’ Learning During
the COVID-19 Pandemic” which serves as requirements to finish the program.
In relation to this, we are humbly asking your permission to re-check or to re-

validate our survey questionnaire before we administer it to our respondents.
We anticipate your favorable response. Thank you very much.
Respectfully yours,
JOHN BENEDICT M. ENRIQUES
EDGAR C. EMPERADOR
JOY CARLA B. RECIO

Student Researchers
Noted by:

Thesis Adviser
Approved by:
71
Malvar, Batangas


Chairperson
Chairperson

We, the fourth year student are currently conducting the thesis entitled, “Google
Classroom Utilization: Its Impact on Students’ Learning During the COVID-19
Pandemic” as partial fulfillment of the requirements for the degree, Master of Science
in Hospitality Management.
In relation to this, we are humbly requesting you to check or to validate my

survey questionnaire to ensure the reliability and validity of data to be obtained from my
prospective respondents.
Your favorable response signifies your great concern and cooperation and is
highly appreciated. Thank you
Respectfully yours,
EDGAR C. EMPERADOR
JOY CARLA B. RECIO

Student Researchers
Noted by:

Thesis Adviser
72
Malvar, Batangas

Approved by:

Chairperson
Dr. MARIA JESSIE S. LEONG, Ph.D.
Panel Member

We, the fourth year student are currently conducting the thesis entitled, “Google

Respectfully yours,
EDGAR C. EMPERADOR
JOY CARLA B. RECIO

Student Researchers
Noted by:

73
Malvar, Batangas

Thesis Adviser
Approved by:
DR. MARIA JESSIE S. LEONG, Ph.D.

Panel Member
RONEL M. SAPUNGAN, Ph.D.
Panel Member

We, the four th year student are currently conducting the thesis entitled, “Google

Respectfully yours,
EDGAR C. EMPERADOR
JOY CARLA B. RECIO

Student Researchers
Noted by:

74
Malvar, Batangas

Thesis Adviser
Approved by:
DR. RONEL SAPUNGAN

Panel Member
APPENDIX B
(CERTIFICATION LETTER)
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Malvar, Batangas

CERTIFICATE OF VALIDATION
This certifies that the self-made instrument used in this study “Google Classroom
Utilization: Its Impact on Students’ Learning during the COVID-19 Pandemic ”
under the program of Bachelor of Science in Hospitality Management from Batangas
State University- Malvar has undergone the process of content and construct validation.
CECILIA MAGNAYE
Adviser
DR. MARIA JESSIE S. LEONG, Ph.D.

Panel Member
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Malvar, Batangas

DR. RONEL SAPUNGAN
Panel Member

Chairperson
APPENDIX C
(RESEARCH INSTRUMENT)
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78
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79
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81
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APPENDIX D
(RESULT)
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Profile of the Respondents in terms of Scholastic Achievement
Frequency Percentage
Excellent 30 30
Very Good 56 56
Good 14 14
Total 100 100
Profile of the Respondents in terms of Available Resources at Home
Gadgets Frequency Percentage
Laptop 17 17
Computer 2 2
Mobile Phone 81 81
Total 100 100

84
Malvar, Batangas

Assess the effect of utilization of the Google Classroom in terms of Cognitive
Statement
Mean Interpretation
1. recall easily important information uploaded by my
3.38 Agree
instructor.
2. explain important information asked in the worksheets. 3.28 Agree
3. solve closed-ended problems and questions assigned
3.21 Agree
by the instructor.
4. discuss open-ended problems and questions assigned
3.26 Agree
by the instructor.
5. create “unique” answers to questions or problems 3.29 Agree
6. make critical judgments based on sound knowledge
3.19 Disagree
base.
7. retrieve relevant information and important
3.37 Agree
knowledge.
8. translate and explain facts, concepts, principles, laws,
3.30 Agree
and theories.
9. compare and elaborate similarities, differences, and
3.42 Strongly Agree
relationship between one idea and the other.
10. provide my opinion, evaluation, and conclusion on a
3.30 Agree
statement and principle.
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Malvar, Batangas

Assess the effect of utilization of the Google Classroom in terms of Psychomotor
Statement
Mean Interpretation
1. obtain cues to guide my action and translate these cues
3.44 Agree
perception into actions.
2. take actions that involve my mental, physical, and Strongly
3.53
emotional set. Agree
3. perform tasks independently without support or help
3.47 Agree
from others.
4. present performance tasks with the degree of confidence
3.42 Agree
and proficiency.
5. execute motor acts involving complex pattern of
3.49 Agree
movements in laboratory subjects.
6. adapt new skill to meet and solve specific problem
3.41 Agree
situation.
7. modify movement pattern to account for new situations. 3.43 Agree
8. create new tasks that incorporate learned ones. 3.50 Agree
9. change, rearrange, reorganize, revise, and improve ideas Strongly
3.51
in compositions, reports, and presentations. Agree
10. design, sketch, build, construct, and fix concrete Strongly
3.51
projects that require mental and physical prowess. Agree
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Malvar, Batangas

Assess the effect of utilization of the Google Classroom in terms of Affective
Statement
Mean Interpretation
1. make myself aware and willing to listen and select
3.33 Agree
attention.
2. participate in group work for assigned specific tasks. 3.33 Agree
3. respond to new information or experiences shared by
3.29 Agree
others.
4. give value or worth to particular materials or
3.30 Agree
assignments.
5. show acceptance from simple to more complex state of
3.27 Agree
commitment.
6. incorporate new information or experiences to my life. 3.33 Agree
7. change my behavior and attitudes towards my instructor
3.37 Agree
and fellow students.
8. value the system being implemented by my instructors. 3.29 Agree
9. display appropriate actions and manners. 3.36 Agree
10. demonstrate diligence, commitment, persistence, and
3.31 Agree
cooperation in laboratory class.
Summary of Composite Mean
Variable Mean Interpretation

3
Cognitive Competent
.30
3
Psychomotor Competent
.47
87
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3
Affective. Competent
.32
Grand Composite Mean 3.36 Competent
Analysis of difference on the respondent’s assessment of the effect of the utilization
of Google Classroom on the students’ learning when they are grouped according to
their Profile
Profile Variable f-value p-value Decision h0 Interpretation

Scholastic Achievements 0.477 0.622 failed to reject not significant
Available Resources at
0.394 0.676 failed to reject not significant
Home
88
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Course of Action to improve the Google Classroom Utilization of Students in Online
Class during COVID – 19 Pandemic.
Areas Findings Objectives Strategies / Expected Person(s)

Concerned Activities Outcome Involved
Cognitive I can make For the To have a quiz The students Students,
Domain critical students that will test will impress Instructors,
judgments pick up the the students if their thoughts Guest
based on lesson and they learn more about the lecturers
sound their something from knowledge
and
knowledge impression the discussion. that they have
Educators
base. to the learned.
lessons by
sound
knowledge
base.
Psychomoto I can adapt For the Make an The students Students,

r Domain new skill to Students to activity that improved their Instructors,
meet and discover will enhance or skills on Guest
solve new skills in show the skills solving and lecturers
specific applying the of the student new ways on
and
problem knowledge and applying they can sold
Educators
situation. that they the knowledge the problem.
learn. into actions.
Affective I can show For the Motivate the The students Students,
Domain acceptance students to students to are fully Instructors,
from simple be more eager to learn committed and Guest
to more commitment more and didn’t motivated to lecturers
complex on their feel bored on learn through
and
state of learning the class. online.
89
Malvar, Batangas

commitment. through Educators
online class.
Frequencies
Notes
Output Created 12-OCT-2021 21:07:37
Comments
Input Active Dataset DataSet0
Filter <none>
Weight <none>
Split File <none>
N of Rows in Working Data File 100
Missing Value Handling Definition of Missing User-defined missing values are treated
as missing.
Cases Used Statistics are based on all cases with
valid data.
Syntax FREQUENCIES
VARIABLES=ScholasticAchievements
Availableresourcesathome
/STATISTICS=MEAN SUM
/BARCHART FREQ
/ORDER=ANALYSIS.
Resources Processor Time 00:00:03.31
Elapsed Time 00:00:02.27
[DataSet0]
Statistics
90
Malvar, Batangas

ScholasticAchieve Availableresource
ments sathome
N Valid 100 100
Missing 0 0
Mean 1.8400 2.6400
Sum 184.00 264.00
Frequency Table
Scholastic Achievements
Frequency Percent Valid Percent Cumulative Percent
Valid Excellent 30 30.0 30.0 30.0
VeryGood 56 56.0 56.0 86.0
Good 14 14.0 14.0 100.0
Total 100 100.0 100.0
Available resources at home

Frequency Percent Valid Percent Cumulative Percent
Valid Laptop 17 17.0 17.0 17.0
Computer 2 2.0 2.0 19.0
Mobile Phone 81 81.0 81.0 100.0
Total 100 100.0 100.0
91
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Bar Chart
92
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ONEWAY utilizationofGoogleClassroom BY ScholasticAchievements

/STATISTICS DESCRIPTIVES
/MISSING ANALYSIS.
Oneway
Notes
Comments
Filter <none>
93
Malvar, Batangas

Weight <none>
Split File <none>
Missing Value Handling Definition of Missing User-defined missing values are
treated as missing.
Cases Used Statistics for each analysis are
based on cases with no missing
data for any variable in the
analysis.
Syntax ONEWAY
utilizationofGoogleClassroom
BY ScholasticAchievements
/MISSING ANALYSIS.
Descriptives
Utilization of Google Classroom
95% Confidence Interval for
Mean
Std. Std. Lower Upper Maximu
N Mean Deviation Error Bound Bound Minimum m
Excellent 30 3.4207 .46422 .08475 3.2473 3.5940 2.00 4.00
VeryGoo 56 3.3427 .41679 .05570 3.2311 3.4543 2.27 4.00
d
Good 14 3.3000 .41538 .11101 3.0602 3.5398 2.77 3.97
Total 100 3.3601 .42905 .04290 3.2750 3.4452 2.00 4.00
ANOVA
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Sum of Squares df Mean Square F Sig.

Between Groups .178 2 .089 .477 .622
Within Groups 18.046 97 .186
Total 18.224 99
ONEWAY utilizationofGoogleClassroom BY Availableresourcesathome

/MISSING ANALYSIS.
Oneway
Notes
Comments
Filter <none>
Weight <none>
Split File <none>
Missing Value Handling Definition of Missing User-defined missing values are
treated as missing.
95
Malvar, Batangas

Cases Used Statistics for each analysis are

based on cases with no missing
data for any variable in the
analysis.
Syntax ONEWAY
utilizationofGoogleClassroom
BY Availableresourcesathome
/MISSING ANALYSIS.
Descriptives
95% Confidence Interval
for Mean
Std. Std. Lower Upper Minimu Maximu
N Mean Deviation Error Bound Bound m m
Laptop 17 3.3812 .36849 .08937 3.1917 3.5706 2.80 3.93
Computer 2 3.6150 .54447 .38500 -1.2769 8.5069 3.23 4.00
Mobile 81 3.3494 .44171 .04908 3.2517 3.4471 2.00 4.00

Phone
Total 100 3.3601 .42905 .04290 3.2750 3.4452 2.00 4.00
96
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ANOVA
Sum of Squares df Mean Square F Sig.
Between Groups .147 2 .073 .394 .676
Within Groups 18.077 97 .186
Total 18.224 99
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APPENDIX E
(DOCUMENTATION)
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CURRICULUM VITAE
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CAREER OBJECTIVE
Seeking a challenging opportunity

where, I will able to utilize my
organizational skills, educational
background and ability to work well with
other people. Which will allow me to
grow personally and also professionally
that lead to success and learning and I
can share to other people so they can
have an idea on a workplace.
ENRIQUEZ, JOHN BENEDICT M. ASSETS AND CAPABILITIES
 Attentive to details and listen carefully

to instructions.
Mobile: 09186216280
Address: Balakilong, Laurel, Batangas  Performs assigned task with utmost
Email address diligence.
[email protected]
 Organized and driven with innate
ability to stay on task.
 Can handle work even under pressure.

EDUCATIONAL BACKGROUND
TERTIARY EDUCATION SEMINARS AND WORKSHOPS

ATTENDED
Batangas State University JPLPC-Malvar
Campus IHM Con2018
G Leviste St. , Brgy Poblacion
Malvar, Batangas NCII Food and Beverages Services
S.Y. 2021 - Present
SECONDARY EDUCATION
Placido T. Amo Senior High School

Bugaan East, Laurel, Batangas
2017-2018
100
Malvar, Batangas

Talisay Polytechnic Institute

Banga, Talisay, Batangas
2015 - 2016
ELEMENTARY EDUCATION
St. Claire Foundation School Inc.

Leviste, Laurel, Batangas
2011-2012
PERSONAL DETAILS
Date of Birth: May 30, 2000

Age: 21 yrs. old
Civil Status: Single
Sex: Male
Height: 5’5”
Weight: 60kg's
Citizenship: Filipino
Religion: Roman Catholic
Language(s) Spoken: English, Tagalog
CHARACTER REFERENCES
Dr. Maria Jessie S. Leong
Former Associate Dean, CABEIHM
0917 - 503 - 8531
I hereby certify that the above information are

true and correct to the best of my knowledge
and belief.
ENRIQUEZ, JOHN BENEDICT M.

Researcher
101
Malvar, Batangas

CAREER OBJECTIVE
To able to find a job that will suited

for my skills, capabilities and knowledge as
well as on my chosen field. Will be able to
gain more knowledge and enhance my skills
to improve.
ASSETS AND CAPABILITIES
 Teamwork
 Leadership
 Hard working
 Multi – Tasking
 Fast learning
 Creative
EMPERADOR, EDGAR C.
SEMINARS AND WORKSHOPS
ATTENDED
Mobile: 09075719511
Address: Pob. 6, Tanauan City, Batangas
Email address Stay and learn Program – Housekeeping and
[email protected] Food and Beverage Operations
NC II – Food and Beverage

EDUCATIONAL BACKGROUND
Trends in Transformational Leadership and
Global Management Issues In Hospitality
TERTIARY EDUCATION and Tourism Industry
Online Webinar
Batangas State University JPLPC-Malvar
Campus Queen Margarette Hotel Lucena City
G Leviste St. , Brgy Poblacion Immersion (Food Service, Housekeeping,
Malvar, Batangas Food Curving & Front Office
S.Y. 2021 - Present Management)
SECONDARY EDUCATION Seminar on Housekeeping Procedures Casa

Caceres Hotel, Naga City
La Consolacion College Tanauan
Tanauan City, Batangas Seminar on Housekeeping/ Hotel Operations
102
Malvar, Batangas

2012 - 2017 The Oriental Hotel, Legazpi City
ELEMENTARY EDUCATION Empowering Tourism and Hospitality

Industry Amidst Difficulties
Santa Cecilia Learning Center
Tanauan City, Batangas
2006-2012 12th Eduk-Circle International
Convention On Tourism and Hospitality
PERSONAL DETAILS
Date of Birth: September 20, 1999

Age: 22 yrs. old
Sex: Maleale
Height: 5’5”
Weight: 59kg's
Language(s) Spoken: English, Tagalog
CHARACTER REFERENCES
Former Associate Dean, CABEIHM
0917 - 503 - 8531
I hereby certify that the above information are

true and correct to the best of my knowledge
and belief.
EMPERADOR, EDGAR C.
Researcher
103
Malvar, Batangas

CAREER OBJECTIVE
To be able to find a
job that suits my ability and
skills and also as a future
hotelier I will make sure that
the service that I give is
100% and establish a long
lasting relationship with
customers and workmates.
ASSETS AND
CAPABILITIES
RECIO, JOY CARLA B.  Hard working

 Easy to learned new
things
Mobile: 09772460698  Creative
Address: Pob. 1Tanauan City  Communication skills
Batangas  Organized
Email address
[email protected]
SEMINARS AND
EDUCATIONAL WORKSHOPS
BACKGROUND ATTENDED
IHM CON 2018 : Future

TERTIARY EDUCATION Faces and Artisan of the
Hospitality Industry Batangas
Batangas State University
JPLPC-Malvar Campus State University-JPLPC
G Leviste St. , Brgy Malvar Campus November
Poblacion 19, 2018
Malvar, Batangas
S.Y. 2021 - Present Business in Social and
Economic Development
SECONDARY Christian College of Tanauan
EDUCATION April 30, 2018
Tanauan City High School Orientation on R.A. 7877 :
Tanauan City, Batangas The Anti-Sexual Harassment
104
Malvar, Batangas

2012-2015 Act of 1995

Gymnasium 1 Tanauan City,
Batangas
Immersion training at Resto

Christian College of Tanauan 101 in Lipa City from March
Tanauan City, Batangas
12-28, 2018
2015-2018
PANDE - SOLVE "Dealing
ELEMENTARY with Difficulties towards
EDUCATION Efficient Learning Habit"
September 25, 2020
Tanauan South Central
School
Pob. 1 Tanauan City,
Batangas
2006-2012
PERSONAL DETAILS
Date of Birth: December 29,

1999
Age: 21 yrs. old
Sex: Female
Height: 5’3”
Weight: 41kg's
Language(s) Spoken:
English, Tagalog
CHARACTER
REFERENCES
Former Associate Dean,
CABEIHM
0917 - 503 - 8531
I hereby certify that the

105
Malvar, Batangas

above information are true

and correct to the best of my
knowledge and belief.
RECIO, JOY CARLA B.

Researcher

College of Accountancy, Business, Economics and International Hospitality Management

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1

Republic of the Philippines

College of Accountancy, Business, Economics

Carla Joy B. Recio

College of Accountancy, Business, Economics

This research paper entitled “Google Classroom Utilization: Its Impact on

Approved by the Committee on Oral Examination with the grade of ______.

DR. PHOEBE DIAN D. BANSIL

MARIA JESSIE S. LEONG RONEL M. SAPUNGAN

College of Accountancy, Business, Economics

Date of Oral Examination AMADO C. GEQUINTO, Ph. D.

To Dr. Amado C. Geguinto, Dean of Colleges, for his never-ending support to

and responsible individuals of the next generation;

Chairperson of the panel, for the guidance and support;

College of Accountancy, Business, Economics

having a hard time. A sincere thank you for giving it to you;

for her help, advice, guidance and support to the researchers;

To Mr. Kenneth R. Magpantay, their statistician, who assisted the researchers in

researchers in crafting this research paper;

College of Accountancy, Business, Economics

To their BSHM students of Batanags State University JPLPC - Malvar

with their studies and activities.

continually provide their moral, spiritual, emotional, and financial support.

their words of advice and encouragement to finish this study.

College of Accountancy, Business, Economics

John Benedict Enriquez

Joy Carla B. Recio

College of Accountancy, Business, Economics

II. REVIEW OF RELATED LITERATURE

III. RESEARCH METHODOLOGY

IV. PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

College of Accountancy, Business, Economics

Table Title Page

College of Accountancy, Business, Economics

Figure Title Page

College of Accountancy, Business, Economics

The results were obtained by means of using the self-constructed questionnaire

Keywords: COVID – 19 Pandemic, Hospitality Management, Learning, and Google

College of Accountancy, Business, Economics

name of the room.

Learning is “a process that leads to change, which occur as a result of experience

hospitality students in Batangas State University JPLPC Malvar campus.

College of Accountancy, Business, Economics

now, online learning and teaching is becoming a necessity in our life.

College of Accountancy, Business, Economics

and decided to work or jobless and do nothing.

have their income for their everyday expenses.

Statement of the Problem

to the Hospitality Management students. Specifically, it seeks to answer the following

1. What is the profile of respondents in terms of:

College of Accountancy, Business, Economics

1.1 Scholastic Achievements;

1.2 Available resources at home;

on the students’ learning during the COVID-19 pandemic as described in Bloom’s

2.1 Cognitive Domain;

2.2 Psychomotor Domain; and

2.3 Affective Domain?

3. Is there a significance difference between respondents’ assessment of the effect of

grouped according to their profile?