Sophia University Junior College Division Faculty Journal
第 45 号, 2024, 69-92

A Comparative Analysis of Educators’ andStudents’ Perceptions on Google Sheet andDocument in Academic Settings
Omar Serwor Massoud
Abstract
This study investigates the effectiveness of Google Sheet and Document in academic
settings, focusing on the perceptions of educators and students within a writing class.
Utilizing a mixed-methods approach, it integrates survey responses from 19 students
with a detailed analysis of a teacher’s journal over 15 sessions. The research aims toevaluate the alignment between educators’ and students’ expectations and experienceswith these digital tools. Findings indicate that Google Sheet and Document enhanced
classroom management, student engagement, and learning outcomes. While the results
show a positive perception of these tools, they also highlight the need for improved
training, technical support, and user interface enhancements. Despite its positive
outcomes, the study acknowledges limitations in scope and suggests further research toassess long-term efficacy and broader usage situations.

Introduction
As the medium of global communication continuously evolves, the value of effective
digital tools in educational settings becomes increasingly significant. The adventof COVID-19 pandemic accelerated the shift towards digitalization in education,necessitating a rapid adaptation to online LMS (Learning Management Platforms).
Google Sheet and Document gained prominence during the surge in remote learning.
While the technical capabilities of Google Sheet and Document are well-documented inexisting literature, particularly in their roles to facilitate collaborative learning, manage
administrative tasks, and enhance student engagement, there is limited number ofstudies in understanding the alignment between educators’ and students’ perceptions ofthese tools.
This research seeks to examine the similarity between the expectations andexperiences of educators and students in utilizing Google Sheet and Document. The
effectiveness of these digital tools is not only based on their technical features but also in
how they are perceived and employed by both educators and students. This study adopts

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a mixed-methods research design, combining both quantitative and qualitative data to
explore this alignment. It involves surveys administered to students within a university
education and an analysis of a teacher’s journal, offering insights into the real-world
application of Google Sheet and Document in academic settings. The goal is to provide
a deeper understanding of these tools’ roles and limitations in education, thereby
contributing to the ongoing discourse on the effectiveness of digital tools in enhancing
the learning experience in an ever-evolving educational landscape.

1. Literature Review
Since the development of computers and software, integrating digital technology
and programs into higher education has been a significant focus. This integration
has transformed not only society and culture but also teaching methodologies
and collaborative learning. Digital transformation in higher education refers to afundamental shift in which institutions utilize digital technologies to significantly
enhance the learning experience (Adedoyin and Soykan, 2020). Also, the transformationencompasses a comprehensive approach that necessitates strategic planning, theestablishment of trust, process-oriented thinking, and collaboration between educatorsand students (Cameron & Green, 2019). It leads to a holistic change that tackles
technological challenges and initiates the essential organizational and cultural shifts.
Adedoyin and Soykan (2020) observe that the ongoing digital transformation remains
a significant topic of discussion in the field of higher education. In essence, digitaltransformation in higher education is a multifaceted phenomenon that goes beyond themere adoption of technology.
The arrival of the COVID-19 pandemic accelerated the pace of digitaltransformation in higher education, while also presenting unique challenges andopportunities for innovation in teaching and learning environments. The global healthcrisis required a rapid shift to online learning, urging educational institutions to adapt
swiftly to maintain educational activities (Strielkowski, 2020). Various strategies were
proposed to mitigate these issues, fostering a positive and sustainable transformationin the long run. Kopp, Gröblinger and Adams (2019) describe the optimal use ofdigital technologies to encourage interactive learning, improve accessibility, and foster
collaborative learning environments. At the same time, numerous challenges need tobe addressed to facilitate a smooth transition, including infrastructure development,
staff training, and adapting to emerging technological trends. Bond et al. (2018)
and Sandkuhl and Lehmann (2017) emphasized the importance of identifying and─ 70 ─A Comparative Analysis of Educators’ and Students’ Perceptions on Google Sheet and Document in Academic Settings

overcoming these barriers to ensure a smoother transition into a digitalized educationallandscape. In this respect, the COVID-19 pandemic served as both a catalyst and a test
for the ongoing digital transformation in higher education, highlighting the need forvarious strategies to navigate its complex challenges and opportunities.
The notion of a VUCA (Volatile, Uncertain, Complex, Ambiguous) environment has
become increasingly important in discussions, especially since the COVID-19 pandemic.
Coined by Horney, Pasmore, and O’Shea in 2010, the VUCA concept has grownincreasingly relevant, due to rapid technological advancements, demographic changes,
globalization, and the pandemic. In this context, the challenges and opportunities in theongoing digital transformation in higher education become more complex and nuanced.
The pandemic has prompted educational institutions to reconsider their preparedness
and adaptability, prompting a reevaluation of strategies to navigate these complexities(Hadar et al., 2020). As we prepare for what the future holds, educational frameworks
like the Organization for Economic Co-operation and Development (OECD) 2030
initiative, aligning digital transformation strategies with the need to prepare botheducators and students for a VUCA environment has become important issue (OECD,2018). Therefore, adapting digital transformation efforts to the complexities of a VUCA
world is essential for ensuring that educational institutions, educators, and students areprepared to navigate future challenges.
In addition, building on the difficulties posed by the VUCA environment andthe need for adaptability, universities have adopted software platforms to optimize
both educational outcomes and administrative operations. Specifically, LMS havebeen instrumental in the transition to a digital educational landscape (Strielkowski,2020). These platforms, with their user-friendly features, have proven invaluable inassisting both teachers and students, especially during the abrupt transition to online
learning due to the COVID-19 pandemic. For example, Quesada (2006) found that theseplatforms have improved students’ writing and other linguistic skills. Similarly, Chaves,
Chaves, and Rojas (2015) noted that ICT tools have improved English language skills,
including pronunciation and vocabulary. Also, digital transformation in higher education
has particularly shifted pedagogical strategies from a teacher-centered to a learnercentered approach. According to Hiltz and Turoff (2005), this transition encourages
active participation and fosters a more personalized and inclusive learning environment.
It also accounts for the diverse learning styles and paces of individual learners, thereby
enhancing engagement and motivation. Moreover, UNESCO (2016) has highlighted theincreasing importance of technology in enhancing learning outcomes, stating that it─ 71 ─

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significantly boosts educational effectiveness. Mastering these technological systems not
only assist in effective studying but also prepare students for a global society. Overall,the effective implementation of LMS and other e-learning tools is important for enablingeducators and students to meet the challenges of today’s educational landscape.
Platforms like Google Classroom offer various potential solutions. As educational
institutions navigate a VUCA environment, platforms like Google Classroom havebecome instrumental in offering some level of stability and predictability. According
to Fonseca and Peralta (2019), the COVID-19 pandemic significantly heightened theimportance of such platforms, as educational institutions relied heavily on them for theabrupt transition to online learning. Kasula (2016) adds that such platforms provide
practical solutions for organizing and effectively managing diverse courses and foster
group-based activities through integrated tools such as Google Drive. Fonseca andPeralta (2019) found that the experiences of students using Google Classroom in a
writing course promoted autonomous and interactive learning, offering an easy-to-use
and motivating tool that simplifies education management amidst the ongoing global
challenges. These platforms, with their user-friendly interfaces and integrated tools,
serve as valuable anchors for both educators and students, effectively mitigating some of
the challenges posed by VUCA conditions.
While the digital transformation in higher education offers numerous benefits,
it also presents many challenges. Kopp, Gröblinger, and Adams (2019) outline five
primary barriers for digital transformation: change management, pace of adaptation,technological integration, competency development, and financial constraints. Debates
continue about the effectiveness and appropriateness of online learning, particularly
concerning the potential negative impacts on learning outcomes due to the absenceof face-to-face interactions. For instance, Joshi et al. (2020) raise concerns about thediminished face-to-face interactions in online learning environments, which may
adversely impact learning outcomes. Also, perceptions of the effectiveness of online
teaching vary significantly among individuals and organizations, adding another layerof complexity. Despite these challenges, efforts have been made by governments andvarious organizations to make technology, especially information and communication
technologies (ICTs), more accessible to students worldwide. Additionally, Bond et al.
(2018) and Sandkuhl & Lehmann (2017) recommend enhancing IT infrastructure andpromoting collaborative knowledge-sharing, as well as providing essential training forstaff, as key strategies to help students navigate the challenges associated with newtechnologies. Despite such concerns, the general integration of technology in education

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has been beneficial in enhancing student motivation and creating more interactive
learning environments. So, while challenges continue, the trend in digital transformation
largely enhances the learning experience for students in higher education.

2. Research Question
This study seeks to evaluate the perceptions of both educators and students
regarding the use of Google Sheet and Document in academic contexts. It specificallyfocuses on how these tools contribute to classroom management, student engagement,
and learning outcomes in dynamic educational environments. The research question forthis paper is: How do educators and students perceive the effectiveness of Google Sheetand Document in enhancing classroom management, student engagement, and learning
outcomes in dynamic academic environments?

3. Methodology
Participant
The participants of the study consisted of a total of 19 individuals, 18 are first-year
and one second year student majoring in English or closely related fields in the English
department, Appendix B. These participants are from a general writing class course. The
participants’ ages ranged from 19 to 20 years, and there were six males and 13 females.
Additionally, the study uses observations from an experienced educator, documented
in a teacher’s journal. This educator, with three years of teaching experience in ESL
courses such as academic writing, academic reading, speaking and listening, provides
insights that supplement the data gathered from the student participants.

Research Design
The study employs survey and teacher journaling to evaluate student interactions
with Google Sheet and Document in an academic setting writing class. The survey
explores various aspects of student engagement, including prior training, suggestions
for improvement, comfort with technology in education, and preferences compared toother software and LMS. It also looks at the strengths and challenges of using Google
Sheet and Document for specific academic tasks. At the same time, the teacher’s
journal provides a detailed account of managing a writing course while employing
Google Sheet and Document, capturing teaching strategies, student engagement, andwriting skills development, and offering insights into the effectiveness of instructional
methods and areas needing improvement. Google Sheet and Document play pivotal

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Omar Serwor Massoudroles in assignment management, grading, and communication, with Google Document
facilitating real-time collaboration and feedback.

Data Collection
This study adopted a mixed-methods approach to investigate teaching and learninginteractions in a writing class over 15 sessions, spanning from April 11th to July 18th,2023.
1.	Quantitatively, an online survey was distributed to students, featuring Likert
scale and multiple-choice questions. This survey focused on evaluating thestudents’ comfort and satisfaction with Google Sheet and Document, comparing
these tools with other digital platforms, and identifying challenges in dynamic
educational settings.
2.	Qualitatively, the study relied on a teacher’s journal, which provided detailed
accounts of each session, covering teaching methods, classroom dynamics,
and student engagement. The journal entries, emphasizing the practical use
of Google Sheet and Document, offered insights into how these tools impacted
teaching strategies and the overall learning environment. These entries,
detailed in the methodology and available in Appendix C, complemented
the quantitative data by offering a more detailed view of daily classroom
experiences.
Prior to data collection, consent was obtained from all participants, ensuring they
were informed about the study’s objectives, particularly regarding their experiences with
Google Sheet and Document. The teacher consented to the use of their journal entries in
the analysis. Participation was voluntary, with a guarantee of anonymity and emphasison the importance of honest feedback.

Data Analysis
The research utilized a structured approach for analyzing the collected data,
involving several key steps:
1.	Initially, a framework of the primary themes of interest were determined, toguide the analysis. This framework was significant in interpreting the datafrom both the teacher’s journal and the student surveys.
2.	For the student surveys, descriptive statistics was used to analyze the data.

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This involved calculating values and frequencies for the Likert scale andmultiple-choice responses. This statistical analysis provided a quantitative
understanding of the students’ perspectives.
3.	Alongside, the teacher’s journal entries were qualitatively examined. This
process was centered on gaining meaningful insights and reflections about
the teaching methods and classroom experiences. The aim was to understandthe significant themes that directly related to the use of Google Sheet andDocument.
4.	An essential part of the analysis was comparing the teacher’s journal findings
with student feedback. This comparison aimed to identify similarities anddifferences between the teacher’s observations and students’ experiences.
5.	In the final stage, the results were integrated from both the surveys and theteacher’s journal. This step was important in providing a broad perspective,
combining the details from the teacher’s experiences with the student feedback.

4. Results
This section presents the survey’s findings on students’ comfort and experienceswith educational technology. This includes student’s ease of using technology,
effectiveness of Google Sheet and Document in educational tasks, challenges faced,comparisons with Microsoft Office, experiences with other LMS, and the impact oftraining. These insights highlight areas for further development to improve theirlearning experience in a general writing class.

Figure 1. Comfort Level with Technology in Education Among Students
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Omar Serwor Massoud

the participants. Out of 19 students, the majority, 11 students, report a comfort level of 4,
suggesting they are quite at ease with using technology in their learning environment.
At the same time, lower levels of comfort are less common, with one student each atlevels one and two, indicating discomfort with educational technology. Three students
place themselves in the mid-range with a score of three, implying a neutral stancetoward technology usage.

Figure 2. Perceived Benefits of using Google Sheet and Document
The data gathered from the study shows the varying degrees of perceived benefits
associated with educational technology. The feature ‘Easy to share’ is the mostappreciated benefit, with 11 students recognizing its importance. The ability to accessthe technology on any device is also highly valued, as indicated by seven students.
Collaborative aspects, such as the ability to ‘Work with others simultaneously’, areacknowledged by five students, emphasizing the value working in groups with realtime collaboration. Fewer students note the benefits of ‘Ready-to-use templates’ andthe capacity to ‘Use without an internet connection’, each receiving acknowledgmentfrom two students. Only one student highlighted the advantage of being able to ‘Revert
to previous versions’ of Document. Additionally, ‘Other’ benefits are noted by two
students, suggesting that there are more specific or personal advantages experienced byindividuals.

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Figure 3. Utility of Google Sheet and Document for Educational Tasks
The data presents an overview of how students find Google Sheet and Document
useful for various educational tasks.‘Task/Assignment Submissions’ stand out as themost utilized feature, with 14 students finding them particularly helpful.‘AttendanceManagement’ is also seen as a valuable use case, by nine students. Both‘Syllabus andAssignment Tracking’ and‘Vocabulary Building’ are seen as beneficial by six students
each, indicating the flexibleness of these tools in handling various aspects of course
management and language learning.‘Writing Tasks/Assignments’ are recognized by
five students, suggesting these tools are conducive to creating and editing written work.
However,‘Peer Feedback’ is noted as a useful feature by only one student, which may
reflect a more limited use or awareness of collaborative features within this platform.

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Figure 4. Challenges Encountered with Google Sheet and Document
The data from the chart highlights the challenges encountered by students while
using Google Sheet and Document. The most common issue, experienced by six students,is ‘Difficulties with formatting’, indicating a need for more training for using Google
Sheet and Document. ‘Confusing Team Collaboration Features’, ‘Internet connectivity
problems’, ‘Some Features being too Complicated’, and ‘Slow processing’ are challenges
that each affected three students, suggesting these are significant but less of a concern
overall. Additionally, four students reported other issues not categorized in the survey,
which could indicate individual specific use-case difficulties.

Figure 5. Google Sheet and Document vs. Microsoft Office’s Word and Excel

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In comparing Google Sheet and Document with Microsoft Office’s Word and Excel,
majority of the students rate them as ‘About the Same,’ with ten students expressing
this viewpoint. However, a notable portion, seven students, feel that Google’s offeringsare ‘Somewhat Better,’ indicating a preference for Google Sheet and Document incertain aspects. Only one student perceives Google Sheet and Document as ‘Significantly
Better,’ which reflect a strong alignment with individual needs or preferences. On theless favorable side, two students consider Google Sheet and Document to be ‘Somewhat
Worse’ than Microsoft Office’s Word and Excel, though none of the students’ rate Google
Sheet and Document as ‘Significantly Worse.’

Figure 6. Google Sheet and Document vs. Other LMS
When evaluating Google Sheet and Document against other LMS, a majority of thestudents, totaling 14, see Google Sheet and Document as ‘About the Same’ in terms offunctionality and usability. A smaller segment of the students, four in total, sees Google
Sheet and Document are ‘Somewhat Better’, suggesting that these students see specificadvantages in using Google Sheet and Document for their educational needs. On theother hand, two students rate Google Sheet and Document as ‘Somewhat Worse’ thanother LMS, pointing to possible areas for improvement. Notably, none of the students
consider Google Sheet and Document to be ‘Significantly Better’ or ‘Significantly Worse’,
but there is mild preference for Google Sheet and Document in some cases.

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Figure 7. Student Experience with other LMS
The data reveals that all 19 students have experience with LMS other than Google
Sheet and Document. This familiarity suggests not only a broad exposure to digitallearning environments but also hints at a potential integration of LMS platforms intheir academic journey, potentially beginning as early as high school.

Figure 8. Perceived Superior Features in Google Sheet and Document
The data indicates that ‘Ease of use’ is the most valued feature of Google Sheet andDocument, with 15 students identifying it as superior to other LMS. This suggests thatthe straightforward nature of Google Sheet and Document is an important factor in theirpreference. ‘Good collaboration’ features, ‘User-friendly interface,’ and ‘Fast loading
times’ are each noted by three students, indicating these aspects are appreciated but toa lesser extent. Also, two students have pointed out other unspecified superior features,
hinting at unique or individualized benefits that Google Sheet and Document provide.

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Figure 9. Formal Training Received for Google Sheet and Document
The chart shows that a substantial number of students, 15 out of 19, have received
formal training in using Google Sheet and Document. This indicates that the majority
have been provided with guidance to enhance their proficiency with these Google Sheetand Document. On the other hand, four students did not receive any formal training,suggesting there is a smaller group that may be relying on self-learning or othermethods to navigate these applications.

Figure 10. Perceived Improvement with Additional Training/Guidance on Google Sheetand Document
According to the data, majority of students see additional training or guidance
would improve their use of Google Sheet and Document, with nine students each rating
the likelihood of improvement at a 3 and 4 out of 5. This indicates that most students see
room for improvement in their abilities and recognize the potential benefits of further

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education on these platforms. A single student strongly believes that more training
would benefit them, giving the highest rating of 5. Conversely, one student does not see
additional training as beneficial, rating the potential for improvement at 2.

5. Discussion
The study’s analysis, derived from teacher’s journal entries and student survey
results, shows an insightful perspective on the use of Google Sheet and Document
in an academic environment. This analysis cover aspects of classroom management,
student engagement, and learning enhancement, particularly in a VUCA environment.
The initial survey data, as depicted in Figure 1, shows a significant comfort level withtechnology among students. This is an important factor for successfully integrating
digital tools like Google Sheet and Document into educational practices, especially in
writing classes. It suggests that most students are not only comfortable with but also
prepared for an educational landscape increasingly reliant on digital literacy. The
teacher’s journal entries, particularly from Session 1, support this observation. It details
how students adapt to using Google Sheet and Document for a variety of classroom
activities, such as keeping track of the syllabus and conducting vocabulary exercises.
The introduction of these tools set a positive tone for their continued use throughout thecourse.
Further, the survey data in Figure 2 shows the perceived benefits of these tools.
Features like ‘Easy to share’ and ‘Accessible on any device’ are especially valued,
pointing out the importance of sharing and accessibility in learning environments. Thisaligns with findings from other studies, such as Peralta (2019), and is mentioned in
the teacher’s journal entries from Sessions 2 and 5. Here, the practical application of
Google Sheet for vocabulary exercises and Google Document for writing tasks is noted,
demonstrating their usefulness in fostering real-time collaboration and accessibility.
Figure 3’s data provides insight into specific use cases for these tools, such as
assignment submission and management tasks. The teacher’s journal entries from
Sessions 6 and 10 highlight these uses, showing how students regularly leveragedthese platforms for submitting assignments and managing syllabus-related tasks.
Additionally, the journal entries from Sessions 3 and 8 demonstrate the tools’ versatility
in classroom activities, such as vocabulary exercises to conducting quizzes using Google
Forms. This flexibility suggests that Google Sheet and Document are not just about
document creation and sharing but offer a broad range of functionalities suitable forvarious educational scenarios.

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However, the discussion also acknowledges challenges in using these tools.
Formatting issues, the most common problem as shown in Figure 4, are reflected in theteacher’s journal, particularly in Session 11. These challenges indicate that while thetools are beneficial, there is a need for continuous improvement in their user interface
and functionality.
The comparison of Google Sheet and Document with other educational software anddigital platforms, as revealed in Figures 5 and 6, shows a general satisfaction with thesetools. Yet, it also highlights areas needing enhancement. The teacher’s adaptability inteaching methodologies, as demonstrated in journal entries from Sessions 9 and 10,
emphasizes the importance of continuously adapting LMS tools.
In Figure 5, the survey compares Google Sheet and Document with Microsoft
Office’s Word and Excel. The majority of students rated them as ‘About the Same,’suggesting a similarity in functionality and user experience. However, a notable number
perceived Google Sheet and Document as ‘Somewhat Better,’ indicating a preference forcertain unique features of Google’s tools. This preference is also supported in Figure 8,
where ‘Ease of use’ is identified by a significant number of students as a superior featureof Google’s tools. This is pointed out in the teacher’s journal, especially in Session 2,
where the ease of engaging with these tools for writing and peer review exercises isnoted.
The survey results in Figure 9 highlight the significant role of formal training inusing these tools. Most students had received such training, which reflects in theirefficient utilization of these digital tools from the beginning, as observed in the teacher’s
journal from the first session. However, some students’ lack of formal training points toa potential gap in digital literacy.
Finally, Figure 10’s findings suggest that additional training or guidance could
further enhance students’ use of Google Sheet and Document. This reflects a broader
need for comprehensive training programs to ensure all students can effectively utilize
these digital tools in their academic work. The teacher’s journal, particularly from later
sessions like 11 and 14, points out the challenges faced and the need for more varied
instructional strategies to take advantage of the capabilities of these digital tools.

Conclusion
In conclusion, this study assesses how educators and students perceive Google Sheetand Document in a writing class within an academic context. It examines their impact
on classroom management, student engagement, and learning outcomes, particularly─ 83 ─

Omar Serwor Massoudin situations similar to a post-COVID environment and those demanding adaptability,
albeit not strictly in a VUCA environment as traditionally understood. The benefits of
Google Sheet and Document in enhancing educational experiences are highlighted bysurvey results and a teacher’s journal. These tools are appreciated for their effectivenessand collaborative features, crucial in managing classrooms and engaging students
effectively. Their advantages, like ease of sharing and real-time collaboration, arenoticeable in VUCA-like contexts where adaptability and rapid response are essential,
contributing to the required flexibility and responsiveness in unpredictable educational
scenarios. However, the study also uncovers challenges, including technical difficulties
and a need for improved training and support. These issues are significant in VUCAlike contexts, where maintaining a smooth classroom flow is vital. In such environments,
proficiency in digital tools is key for educational success. While the study provides
valuable insights, its limitations, such as sample size and scope, highlight the needfor further research. Future studies should encompass a more diverse participantgroup and a wider analysis of digital tools in various educational settings. Moreover,research should continually consider the evolving nature of educational environments,
especially under VUCA-like conditions, to comprehend the long-term role and impact
of digital tools like Google Sheet and Document. In conclusion, proficiency in thesetools is imperative to address the challenges of VUCA-like educational landscapes. By
tackling the identified challenges and exploring the functionalities of Google Sheet andDocument, the academic setting can leverage these digital resources, thereby enriching
the learning experience amidst the evolving educational landscape.

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Appendix A: Classroom Management Using Google Sheet andDocument in the Post-COVID Era: A Survey for University
Students (Japanese version)

Appendix B: Classroom Management Using Google Sheet andDocument in the Post-COVID Era: A Survey for University
Students (English Version with Results)
1. What is your major or field of study?
Student’s Major

Number of Students

English6

English Department

1

English Literature Department

8

English Literature4

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2. What year are you in?
Grade

Number of Students

Freshman ( 新入生 )18

Second-year (2 年生 )1

3. H ow comfortable are you with the use of technology in education? (1 = Very
uncomfortable, 5 = Very comfortable)
Comfort Level with Technology in Education Number of Students
1 (Not very comfortable)

1

2

1

3

3

4

11

5 (Very comfortable)

3

4. On a scale of 1-5, how quickly did your university transition to online tools like Google
Sheet and Document due to the pandemic?
Speed of Transition to Online Tools

Number of Students

1 (Very slow)

0

2

0

3

6

4

9

5 (Very quick)4

5. What advantages have you felt in using Google Sheet and Document before and after
the pandemic? (Select all that apply)
Perceived Benefits

Number of Students

Can work with others simultaneously

5

Accessible on any device

7

Easy to share

11

Ready-to-use templates available

2

Can be used without internet2

Can revert to previous versions

1

Other

2

─ 88 ─A Comparative Analysis of Educators’ and Students’ Perceptions on Google Sheet and Document in Academic Settings

6. For which tasks do you find Google Sheet and Document particularly useful? (Selectall that apply)
Tasks Where Google Sheets and Docs Were Found Useful Number of Students
Syllabus and Assignment Tracking

6

Attendance Management

9

Vocabulary Building

6

Writing Tasks/Assignments

5

Task/Assignment Submissions

14

Peer Feedback1

7. Have you faced any issues while using Google Sheet and Document? (Select all that
apply)
Issues with Using Google Sheets and Docs Number of Students
Difficulties with formatting

6

Confusing Team Collaboration Features

3

Internet connectivity problems

3

Some Features are too Complicated3

Slow processing

3

Other

4

8. How do you feel about Google Sheet and Document compared to other tools like
Microsoft Office’s Word and Excel? (1 = Much worse, 5 = Much better)
Comparative Rating of Google Tools and Docs vs. Microsoft Office Tools Number of Students
1 (Significantly Worse)0

2 (Somewhat Worse)

2

3 (About the Same)10

4 (Somewhat Better)7

5 (Significantly Better)

1

9. How do you feel about Google Sheet and Document compared to other Learning
Management Systems like Moodle or Manaba? (1 = Much worse, 5 = Much better)
Comparative Rating of Google Tools vs. Other LMS

Number of Students

1 (Significantly Worse)0

2 (Somewhat Worse)

2

3 (About the Same)

14

4 (Somewhat Better)

45 (Significantly Better)0─ 89 ─

Omar Serwor Massoud

10. Have you ever used other LMS systems like Moodle or Manaba?
Experience with Other LMS Systems

Number of Students

Yes

19

No

0

11. I f you answered ‘Yes,’ what features do you find superior in Google Sheet andDocument compared to other LMS systems like Moodle or Manaba? (Select all that
apply)
Features Superior in Google Tools Number of Students
Ease of use

15

Good collaboration

3

User-friendly interface

3

Fast loading times

3

Other

2

12. Have you received any formal training or guidance on how to use Google Sheet andDocument?
Formal Training for Google Sheets and Docs

Number of Students

Yes

15

No

4

13. Do you think your experience with Google Sheet and Document could be improved
with further training or guidance? (1 = Absolutely no, 5 = Absolutely yes)
Improvement with Additional Training/Guidance

Number of Students

1 (Definitely no)

0

2

1

3

9

4

9

5 (Definitely yes)1

14. How much do you think Google Sheet and Document can be improved by introducing
new features or changes? (1 = No improvement, 5 = Significant improvement)
Potential Improvement with New Features/Changes

Number of Students

1 (No improvement at all)

0

2

1

3

9

4

9

5 (Significantly improved)1

─ 90 ─A Comparative Analysis of Educators’ and Students’ Perceptions on Google Sheet and Document in Academic Settings

Appendix C: Teacher’s Journal
April 11, 2023: Introduced the course with a focus on objectives and expectations.
Students were guided in setting up Google Classroom for course communications andGoogle Sheet for organizing course materials. The Google Sheet included tabs for thesyllabus, detailing due dates for readings and assignments; a tab for attendance tracking
to promote responsibility; and a third tab dedicated to vocabulary exercises, aiding inunderstanding parts of speech and sentence construction.
April 18, 2023: Looked into the basics of English writing, emphasizing sentence
structure and paragraph formation, using the “Great Writing” textbook. Google Sheet
was utilized for maintaining an updated record of student attendance. Introduced awriting exercise on Google Document, where students created a document about apersonal topic, enabling a blend of personal expression and academic writing.
April 25, 2023: Focused on enhancing reading and vocabulary skills. Students
engaged in vocabulary exercises using Google Sheet, which also facilitated peer review
by allowing students to view and edit each other’s work. Paragraph writing concepts
were further reinforced by sharing examples and structures on Google Document.
May 2, 2023: Continued to emphasize paragraph writing. Noted the need for varied
teaching methods beyond digital tools, recognizing the potential fatigue from prolonged
use of Google Document and Sheet for typing and completing tasks.
May 9, 2023: Concentrated on paragraph development and grammar. Google
Document was utilized for students to review and provide feedback on each other’s
paragraph writing assignments. Feedback and improvement points were also given
through the comment section in Google Sheet.
May 16, 2023: The session revolved around mastering future tense in writing,with Google Sheet serving for attendance and task tracking. Planned to introduce a new
textbook in the upcoming sessions, recorded in the Google Sheet syllabus.
May 23, 2023: Conducted activities focused on paragraph construction, using
Google Sheet for vocabulary sets and tracking progress. Introduced a writing journal
on Google Document, encouraging students to write weekly entries for personal
development and feedback.
May 30, 2023: Administered a vocabulary quiz through Google Forms, crafted fromsentences and vocabulary elements discussed in previous sessions. Corrected sentenceswere made visible on Google Sheet, providing clarity and learning opportunities for all
students.
June 6, 2023: Slowed the course pace for more focused learning, updating the─ 91 ─

Omar Serwor Massoud

syllabus and plans on Google Sheet. Continued the use of Google Document for detailed
paragraph development.
June 13, 2023: Focused on reviewing and assessing students’ paragraphs.
Encouraged the use of Google Document for students to compile and revise theirparagraphs based on individual feedback sessions.
June 20, 2023: Addressed the challenges of uploading work to Google Drive,emphasizing the importance of using Google Document for tracking students’ writing
styles and progress.
June 27, 2023: Received positive feedback on the use of Google Document fororganizing paragraph tasks. Planned to introduce model answer structures in futurelessons using Google Document for effective learning.
July 4, 2023: Conducted a follow-up quiz using Google Forms, later analyzing
the common errors using Google Forms’ summary feature to enhance student
understanding.
July 11, 2023: Distributed quiz scores from Google Forms and reviewed theparagraph writing section. Suggested that students compile all written paragraphs onto
a single Google Document for peer-to-peer feedback and review.
July 18, 2023: Engaged students in discussions about their experiences andlearnings, particularly focusing on the use of Google Sheet and Document for completingwriting tasks and tracking their development. Encouraged the application of these skills
and tools in future academic endeavors.

─ 92 ─