Factors Influencing Teachers' Acceptance of Using Google Classroom in Mathematics Blended Learning

Faktor-Faktor Yang Mempengaruhi Penerimaan Guru Menggunakan 'Google Classroom' dalam Pembelajaran Teradun Matematik


  • Nazri Sedi Fakulti Sains Kognitif & Pembangunan Manusia, Universiti Malaysia Sarawak, 94300 Kota Samarahan, Sarawak, Malaysia
  • Mohammad Nur Azhar Mazlan Fakulti Sains Kognitif & Pembangunan Manusia, Universiti Malaysia Sarawak, 94300 Kota Samarahan, Sarawak, Malaysia




Blended learning, Google Classroom, Mathematics


This concept paper will discuss the definition and concept of Blended learning in Mathematics as well as the factors of teachers' acceptance of using Google Classroom in Mathematics Blended Learning based on previous technology acceptance models. The factors of teachers' acceptance of using Google Classroom in Mathematics Blended Learning have been identified through the extensive analysis of the previous literature review. The purpose of this concept paper is to discuss in detail the design and selection of the acceptance factors of teachers using Google Classroom in Mathematics Blended Learning. This concept paper is expected to give a complete picture related to the factors that influence teachers' acceptance of using Google Classroom, especially in Mathematics Blended Learning and serve as a guide to stakeholders and policy implementers to take the initiative to use Google Classroom in the field of Mathematics education in Malaysia a success.


Download data is not yet available.


A. Khan, R., & Qudrat-Ullah, H. (2021). Adoption of LMS in the Higher Educational Institutions of the Middle East. In Advances in Science, Technology and Innovation. https://doi.org/10.1007/978-3-030-50112-9_1

Ab Hajis, N. A., Rosli, P., Mahmud, M. S., Halim, L., & Abdul Karim, A. (2022). Technology integration among mathematics teachers during Home-Based Teaching and Learning. Jurnal Pendidikan Sains Dan Matematik Malaysia, 12(2), 39–53.

Abbad, M. M. M. (2021). Using the UTAUT model to understand students’ usage of e-learning systems in developing countries. Education and Information Technologies, 0123456789. https://doi.org/10.1007/s10639-021-10573-5

Abdul Rabu, S. N., Hussin, H., & Bervell, B. (2019). QR code utilization in a large classroom: Higher education students’ initial perceptions. Education and Information Technologies, 24(1), 359–384. https://doi.org/10.1007/s10639-018-9779-2

Abd Manan, N. Z., & Hanafi, H. F. (2019). Google Classroom : Student’s acceptance using UTAUT model. Journal of Applied Arts, 1(1), 64–72.

Adukaite, A., van Zyl, I., Er, Ş., & Cantoni, L. (2017). Teacher perceptions on the use of digital gamified learning in tourism education: The case of South African secondary schools. Computers and Education, 111, 172–190. https://doi.org/10.1016/j.compedu.2017.04.008

Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50(2), 179–211. https://doi.org/10.4135/9781446249215.n22

Al-Harbi, K. A. S. (2011). e-Learning in the Saudi tertiary education: Potential and challenges. Applied Computing and Informatics, 9, 31–46. https://doi.org/10.1016/j.aci.2010.03.002

Al-Maroof, R. A. S., & Al-Emran, M. (2018). Students acceptance of Google Classroom: An exploratory study using PLS-SEM approach. International Journal of Emerging Technologies in Learning, 13(6), 112–123. https://doi.org/10.3991/ijet.v13i06.8275

Al-Rahmi, W. M., Alias, N., Othman, M. S., Alzahrani, A. I., Alfarraj, O., Saged, A. A., & Abdul Rahman, N. S. (2018). Use of e-learning by university students in Malaysian Higher Educational Institutions: A case in Universiti Teknologi Malaysia. IEEE Access, 6, 14268–14276. https://doi.org/10.1109/ACCESS.2018.2802325

Alabi, A. O., & Mutula, S. (2020). Information and communication technologies: Use and factors for success amongst academics in private and public universities in Nigeria. South African Journal of Information Management, 22(1), 1–8. https://doi.org/10.4102/sajim.v22i1.1129

Alasmari, T., & Zhang, K. (2019). Mobile learning technology acceptance in Saudi Arabian higher education: An extended framework and a mixed-method study. Education and Information Technologies, 24(3), 2127–2144. https://doi.org/10.1007/s10639-019-09865-8

Alotumi, M. (2022). Factors influencing graduate students’ behavioral intention to use Google Classroom: Case study-mixed methods research. Education and Information Technologies, 27, 10035–10063. https://doi.org/10.1007/s10639-022-11051-2

Alshahrani, H., & Walker, D. (2017). Validity, Reliability, Predictors, Moderation: The UTAUT Model Revisited. General Linear Model Journal, 43(2), 23–34. https://doi.org/10.31523/glmj.043002.003

Alshammari, S. H. (2021). Determining the factors that affect the use of virtual classrooms: A modification of the UTAUT model. Journal of Information Technology Education: Research, 20, 117–135.

Alshehri, A., Rutter, M. J., & Smith, S. (2019). An implementation of the UTAUT model for understanding students’ perceptions of Learning Management Systems: A study within tertiary institutions in Saudi Arabia. International Journal of Distance Education Technologies, 17(3), 1–24. https://doi.org/10.4018/IJDET.2019070101

Altalhi, M. (2020). Toward a model for acceptance of MOOCs in higher education: the modified UTAUT model for Saudi Arabia. Education and Information Technologies, 17. https://doi.org/10.1007/s10639-020-10317-x

Amadin, F. I., Obienu, A. C., & Osaseri, R. O. (2018). Main barriers and possible enablers of Google apps for education adoption among university staff members. Nigerian Journal of Technology, 37(2), 432. https://doi.org/10.4314/njt.v37i2.18

Ameri, A., Khajouei, R., Ameri, A., & Jahani, Y. (2020). Acceptance of a mobile-based educational application (LabSafety) by pharmacy students: An application of the UTAUT2 model. Education and Information Technologies, 25(1), 419–435. https://doi.org/10.1007/s10639-019-09965-5

Azizi, S. M., Roozbahani, N., & Khatony, A. (2020). Factors affecting the acceptance of blended learning in medical education: application of UTAUT2 model. BMC Medical Education, 20(1), 1–9. https://doi.org/10.1186/s12909-020-02302-2

Bandura, A. (1989). Human Agency in Social Cognitive Theory. American Psychologist, 44(9), 1175–1184. https://doi.org/10.1037/0003-066X.44.9.1175

Bardakcı, S., & Alkan, M. F. (2019). Investigation of Turkish preservice teachers’ intentions to use IWB in terms of technological and pedagogical aspects. Education and Information Technologies, 24(5), 2887–2907. https://doi.org/10.1007/s10639-019-09904-4

Bazelais, P., Doleck, T., & Lemay, D. J. (2018). Investigating the predictive power of TAM: A case study of CEGEP students’ intentions to use online learning technologies. Education and Information Technologies, 23(1), 93–111. https://doi.org/10.1007/s10639-017-9587-0

Bervell, B., Nyagorme, P., & Arkorful, V. (2020). Lms-enabled blended learning use intentions among distance education tutors: Examining the mediation role of attitude based on technology-related stimulus-response theoretical framework. Contemporary Educational Technology, 12(2), 1–21. https://doi.org/10.30935/cedtech/8317

Bervell, B., & Umar, I. N. (2018). Utilization decision towards LMS for blended learning in distance education: Modeling the effects of personality factors in exclusivity. Knowledge Management and E-Learning, 10(3), 309–333. https://doi.org/10.34105/j.kmel.2018.10.018

Bokolo, A., Kamaludin, A., Romli, A., Mat Raffei, A. F., A/L Eh Phon, D. N., Abdullah, A., Leong Ming, G., A. Shukor, N., Shukri Nordin, M., & Baba, S. (2019). A managerial perspective on institutions’ administration readiness to diffuse blended learning in higher education: Concept and evidence. Journal of Research on Technology in Education, 52(1), 37–64. https://doi.org/10.1080/15391523.2019.1675203

Bower, M., DeWitt, D., & Lai, J. W. M. (2020). Reasons associated with preservice teachers’ intention to use immersive virtual reality in education. British Journal of Educational Technology, 51(6), 2214–2232. https://doi.org/10.1111/bjet.13009

Buabeng-Andoh, C., & Baah, C. (2020). Pre-service teachers’ intention to use learning management system: an integration of UTAUT and TAM. Interactive Technology and Smart Education, 17(4), 455–474. https://doi.org/10.1108/ITSE-02-2020-0028

Dajani, D., & Abu Hegleh, A. S. (2019). Behavior intention of animation usage among university students. Heliyon, 5, 10. https://doi.org/10.1016/j.heliyon.2019.e02536

Dakduk, S., Santalla-Banderali, Z., & van der Woude, D. (2018). Acceptance of blended learning in executive education. SAGE Open, 8(3). https://doi.org/10.1177/2158244018800647

Davis, F. D. (1986). A technology acceptance empirically testing new models for end-user information systems: Theory and results. Management, PhD. Science, 146(3652), 1648–1655. https://doi.org/10.1126/science.146.3652.1648

Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly: Management Information Systems, 13(3), 319–339. https://doi.org/10.2307/249008

Davis, F. D., Bagozzi, R. P., & Warshaw, P. R. (1992). Extrinsic and Intrinsic Motivation to Use Computers in the Workplace. Journal of Applied Social Psychology, 22(14), 1111–1132. https://doi.org/10.1111/j.1559-1816.1992.tb00945.x

Deepak, K. C. (2017). Evaluation of Moodle Features at Kajaani University of Applied Sciences-Case Study. Procedia Computer Science, 116, 121–128. https://doi.org/10.1016/j.procs.2017.10.021

Eutsler, L., & Antonenko, P. (2018). Predictors of portable technology adoption intentions to support elementary children reading. Education and Information Technologies, 23(5), 1971–1994. https://doi.org/10.1007/s10639-018-9700-z

Fishbein, M., & Ajzen, I. (1975). Belief, attitude, intention and behavior: An introduction to theory and research. Contemporary Sociology, 6(2), 244. https://doi.org/10.2307/2065853

Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. Internet and Higher Education, 7(2), 95–105. https://doi.org/10.1016/j.iheduc.2004.02.001

Gharrah, A. salameh, & Aljaafreh, A. (2021). Why students use social networks for education: Extension of UTAUT2. Journal of Technology and Science Education, 11(1), 53–66. https://doi.org/https://doi.org/10.3926/jotse.1081

Gross, S. J. (2019). The effectiveness of Google Classroom in the self-contained chemistry classroom. Rowan University May.

Gunasinghe, A., Abd Hamid, J., Khatibi, A., & Ferdous Azam, S. . (2019). Does anxiety impede VLE adoption intentions of State University lecturers? - A study based on Modified UTAUT Framework. European Journal of Social Sciences Studies, 4(4), 46–71. https://doi.org/10.5281/zenodo.3358154

Hayes, A. F. (2013). Introduction to mediation, moderation, and conditional process analysis. New York: The Guilford Press.

Hayes, A. F., & Preacher, K. J. (2013). Statistical mediation analysis with a multicategorical independent variable. British Journal of Mathematical and Statistical Psychology, 67(3), 451–470. https://doi.org/10.1111/bmsp.12028

Herting, D. C., Cladellas Pros, R., & Castelló Tarrida, A. (2020). Habit and social influence as determinants of PowerPoint use in higher education: A study from a technology acceptance approach. Interactive Learning Environments, 0(0), 1–17. https://doi.org/10.1080/10494820.2020.1799021

Hu, S., Laxman, K., & Lee, K. (2020). Exploring factors affecting academics’ adoption of emerging mobile technologies-an extended UTAUT perspective. Education and Information Technologies, 4615–4635. https://doi.org/10.1007/s10639-020-10171-x

Hussein, M. H., Ow, S. H., Ibrahim, I., & Mahmoud, M. A. (2020). Measuring instructors continued intention to reuse Google Classroom in Iraq: A mixed-method study during Covid-19. Interactive Technology and Smart Education, 23. https://doi.org/10.1108/ITSE-06-2020-0095

Jakkaew, P., & Hemrungrote, S. (2017). The use of UTAUT2 model for understanding student perceptions using Google Classroom: A case study of introduction to information technology course. 2nd Joint International Conference on Digital Arts, Media and Technology 2017: Digital Economy for Sustainable Growth, ICDAMT 2017, 205–209. https://doi.org/10.1109/ICDAMT.2017.7904962

Jung, I., & Lee, J. (2020). A cross-cultural approach to the adoption of open educational resources in higher education. British Journal of Educational Technology, 51(1), 263–280. https://doi.org/10.1111/bjet.12820

Kado, K., Dem, N., & Yonten, S. (2020). Effectiveness of Google Classroom as an online Learning Management System in the wake up of Covid-19 in Bhutan: Students’ perceptions. In Educational Practices during the COVID-19 Viral Outbreak: International Perspectives (Vol. 51, Issue 1, pp. 121–138). ISTES Organization. https://files.eric.ed.gov/fulltext/ED608253.pdf

Khechine, H., Raymond, B., & Augier, M. (2020). The adoption of a social learning system: Intrinsic value in the UTAUT model. British Journal of Educational Technology, 51(6), 2306–2325. https://doi.org/10.1111/bjet.12905

Kumar, J. A., & Bervell, B. (2019). Google Classroom for mobile learning in higher education: Modelling the initial perceptions of students. Education and Information Technologies, 24(2), 1793–1817. https://doi.org/10.1007/s10639-018-09858-z

Lopes, A. P., & Soares, F. (2018). Flipping a mathematics course, a blended learning approach. Proceedings of INTED2018 Conference, March, 3844–3853. https://doi.org/10.21125/inted.2018.0749

Mailizar, M., Burg, D., & Maulina, S. (2021). Examining university students’ behavioural intention to use e-learning during the COVID-19 pandemic: An extended TAM model. Education and Information Technologies. https://doi.org/10.1007/s10639-021-10557-5

Mansor, M. S., & Megat Zakaria, M. A. Z. (2021). Penerimaan guru terhadap penggunaan Google Classroom semasa proses PdP secara dalam talian menggunakan model TAM. March, 14.

Marchewka, J., Liu, C., & Kostiwa, K. (2007). An Application of the UTAUT Model for Understanding Student Perceptions Using Course Management Software. Communications of the IIMA, 7(2), 93.

Md Yunus, M., Shin Ang, W., & Hashim, H. (2021). Factors affecting teaching english as a second language (TESL) postgraduate students’ behavioural intention for online learning during the COVID-19 pandemic. Sustainability (Switzerland), 13(6), 14. https://doi.org/10.3390/su13063524

Melvina, C. H. C. (2022). Google Classroom sebagai salah satu platform dalam penyampaian pengajaran dan pembelajaran: Satu Kajian Tinjauan. Jurnal Kurikulum & Pengajaran Asia Pasifik, 10(1), 1–9. https://ejournal.um.edu.my/index.php/JUKU/article/view/35298/14333

Mohan, M. M., Upadhyaya, P., & Pillai, K. R. (2020). Intention and barriers to use MOOCs: An investigation among the post graduate students in India. Education and Information Technologies, 25(6), 5017–5031. https://doi.org/10.1007/s10639-020-10215-2

Moore, G. C., & Benbasat, I. (1991). Development of an instrument to measure the perceptions of adopting an information technology innovation. Information Systems Research, 2(3), 192–222. https://doi.org/10.1287/isre.2.3.192

Mtebe, J. S., Mbwilo, B., & Kissaka, M. M. (2016). Factors influencing teachers’ use of multimedia enhanced content in secondary schools in Tanzania. International Review of Research in Open and Distributed Learning, 17(2), 65–84. https://doi.org/10.19173/irrodl.v17i2.2280

Nicholas-Omoregbe, O. S., Azeta, A. A., Chiazor, I. A., & Omoregbe, N. (2017). E-learning management system : A case of selected private universities in OmoregbeNigeria. Turkish Online Journal of Distance Education, 18(2), 106–121.

Nikolopoulou, K., Gialamas, V., & Lavidas, K. (2020). Acceptance of mobile phone by university students for their studies: an investigation applying UTAUT2 model. Education and Information Technologies, 4139–4155. https://doi.org/10.1007/s10639-020-10157-9

Nizar, N. N. M., Rahmat, M. K., Maaruf, S. Z., & Damio, S. M. (2019). Examining the use behaviour of augmented reality technology through Marlcardio: Adapting the UTAUT model. Asian Journal of University Education, 15(3), 198–210. https://doi.org/10.24191/ajue.v15i3.7799

Padhi, N. (2018). Acceptance and usability of OER in India: An investigation using UTAUT model. Open Praxis, 10(1), 55–65. https://doi.org/10.5944/openpraxis.10.1.623

Porter, W. W., Graham, C. R., Bodily, R. G., & Sandberg, D. S. (2016). A qualitative analysis of institutional drivers and barriers to blended learning adoption in higher education. Internet and Higher Education, 28, 17–27. https://doi.org/10.1016/j.iheduc.2015.08.003

Prasad, P. W. C., Maag, A., Redestowicz, M., & Hoe, L. S. (2018). Unfamiliar technology: Reaction of international students to blended learning. Computers and Education. https://doi.org/10.1016/j.compedu.2018.03.016

Pratama, A. (2021). Modification of the technology acceptance model in the use of Google Classroom in the COVID-19 Era: A case studies in junior high schools. Cypriot Journal of Educational Sciences, 16(5), 2598–2608. https://doi.org/10.18844/cjes.v16i5.6336

Radovan, M., & Kristl, N. (2017). Acceptance of technology and its impact on teacher’s activities in virtual classroom: Integrating UTAUT and CoI into a combined model. The Turkish Online Journal of Educational Technology, 16(3), 11–22.

Raman, A., & Don, Y. (2013). Preservice teachers’ acceptance of learning management software: An application of the UTAUT2 model. International Education Studies, 6(7), 157–164. https://doi.org/10.5539/ies.v6n7p157

Raman, A., & Rathakrishnan, M. (2018). FROG VLE: Teachers’ technology acceptance using UTAUT model. International Journal of Mechanical Engineering and Technology, 9(3), 529–538.

Rogers, E. M. (1983). Diffusion of innovations. In Diffusion of Innovations (3rd ed.). Newyork Free Press . https://doi.org/10.4324/9780203710753-35

Samsudeen, S. N., & Mohamed, R. (2019). University students’ intention to use e-learning systems: A study of higher educational institutions in Sri Lanka. Interactive Technology and Smart Education, 16(3), 219–238. https://doi.org/10.1108/ITSE-11-2018-0092

Saragih, A. H., Setyowati, M. S., Hendrawan, A., & Lutfi, A. (2019). Student perception of Student Centered e-Learning Environment (SCeLE) as media to support teaching and learning activities at the University of Indonesia. IOP Conference Series: Earth and Environmental Science, 248(1), 1–10. https://doi.org/10.1088/1755-1315/248/1/012001

Saidu, M. K., & Al Mamun, M. A. (2022). Exploring the factors affecting behavioural intention to use Google Classroom: University teachers’ perspectives in Bangladesh and Nigeria. TechTrends. https://doi.org/10.1007/s11528-022-00704-1

Sesma, M. G. F. (2020). Blended learning: An examination of EFL teachers and students’ use, continuance intention to use, and attitudes towards Information and Communication Technologies. In Thesis. University of Southampton.

Sharifi fard, S., Tamam, E., Hj Hassan, M. S., Waheed, M., & Zaremohzzabieh, Z. (2016). Factors affecting Malaysian university students’ purchase intention in social networking sites. Cogent Business and Management, 3(1). https://doi.org/10.1080/23311975.2016.1182612

Sherbib Asiri, M. J., Mahmud, R., Abu Bakar, K., & Mohd Ayub, A. F. (2012). Factors influencing the use of learning management system in Saudi Arabian Higher Education: A theoretical framework. Higher Education Studies, 2(2), 125–137. https://doi.org/10.5539/hes.v2n2p125

Shukla, S. (2021). M-learning adoption of management students’: A case of India. In Education and Information Technologies (Vol. 26, Issue 1). Education and Information Technologies. https://doi.org/10.1007/s10639-020-10271-8

Stockless, A. (2018). Acceptance of learning management system: The case of secondary school teachers. Education and Information Technologies, 23(3), 1101–1121. https://doi.org/10.1007/s10639-017-9654-6

Sultana, J. (2020). Determining the factors that affect the uses of Mobile Cloud Learning (MCL) platform Blackboard- a modification of the UTAUT model. Education and Information Technologies, 25(1), 223–238. https://doi.org/10.1007/s10639-019-09969-1

Syed Ahmad, T. S. A., Ramlan, Z. S., & Kumar Krishnan, S. (2020). Acceptance of Google Classroom for learning English Exit Test. International Journal of Modern Languages And Applied Linguistics, 4(1), 67–76. https://doi.org/10.24191/ijmal.v4i1.9504

Tamilmani, K., Rana, N. P., Wamba, S. F., & Dwivedi, R. (2021). The extended Unified Theory of Acceptance and Use of Technology (UTAUT2): A systematic literature review and theory evaluation. International Journal of Information Management, 57(November 2020). https://doi.org/10.1016/j.ijinfomgt.2020.102269

Taylor, S., & Todd, P. A. (1995). Understanding information technology usage: A test of competing models. Information Systems Research, 6(2), 144–176. https://doi.org/10.1287/isre.6.2.144

Thomas, T., Singh, L., & Renville, D. (2020). The Utility of the UTAUT: An Application to Mobile Learning Adoption in the Caribbean. International Journal of Education and Development Using Information and Communication Technology, 16(2), 122–143.

Thompson, R. L., Higgins, C. A., & Howell, J. M. (1991). Personal computing: Toward a conceptual model of utilization. MIS Quarterly: Management Information Systems, 15(1), 125–142. https://doi.org/10.2307/249443

Thongsri, N., Shen, L., & Bao, Y. (2019). Investigating factors affecting learner’s perception toward online learning: evidence from ClassStart application in Thailand. Behaviour and Information Technology, 38(12), 1243–1258. https://doi.org/10.1080/0144929X.2019.1581259

Tseng, T. H., Lin, S., Wang, Y. S., & Liu, H. X. (2019). Investigating teachers’ adoption of MOOCs: the perspective of UTAUT2. Interactive Learning Environments, 0(0), 1–16. https://doi.org/10.1080/10494820.2019.1674888

Venkatesh, V., & Bala, H. (2008). Technology Acceptance Model 3 and a Research Agenda on Interventions Subject Areas: Design Characteristics, Interventions. Decision Sciences, 39(2), 273–315. http://www.vvenkatesh.com/wp-content/uploads/2015/11/Venkatesh_Bala_DS_2008.pdf

Venkatesh, V., & Davis, F. D. (2000). Theoretical extension of the Technology Acceptance Model: Four longitudinal field studies. Management Science, 46(2), 186–204. https://doi.org/10.1287/mnsc.

Venkatesh, V., & Morris, M. G. (2000). Why don’t men ever stop to ask for directions? Gender, social influence, and their role in technology acceptance and usage behavior. MIS Quarterly: Management Information Systems, 24(1), 115–136. https://doi.org/10.2307/3250981

Venkatesh, V., Morris, M. G., Davis, G., & Davis, F. D. (2003). User Acceptance of Information Technology: Toward a Unified View. MIS Quarter Management Information Systems, 27(3), 425–478.

Venkatesh, V., Thong, J. Y. L., & Xu, X. (2012). Consumer acceptance and use of information technology: Extending the unified theory of acceptance and use of technology. MIS Quarterly: Management Information Systems, 36(1), 157–178. https://doi.org/10.2307/41410412

Venkatesh, V., Thong, J. Y. L., & Xu, X. (2016). Unified theory of acceptance and use of technology: A synthesis and the road ahead. Journal of the Association for Information Systems, 17(5), 328–376.

Yakubu, M. N., Dasuki, S. I., Abubakar, A. M., & Kah, M. M. O. (2020). Determinants of learning management systems adoption in Nigeria: A hybrid SEM and artificial neural network approach. In Education and Information Technologies. https://doi.org/10.1007/s10639-020-10110-w

Yee, M. L. S., & Abdullah, M. S. (2021). A review of UTAUT and extended model as a conceptual framework in education research. Jurnal Pendidikan Sains Dan Matematik Malaysia, 11(February), 1–20.

Yeop, M. A., Mohd Yaakob, M. F., Kung Teck, W., Don, Y., & Mohamad Zain, F. (2019). Implementation of ICT Policy (Blended Learning Approach): Investigating factors of Behavioural Intention and Use Behaviour. International Journal of Instruction, 12(1), 767–782. https://doi.org/10.29333/iji.2019.12149a

Zakaria, M., Ahmad, J. H., Bahari, R., Hasan, S. J., & Zolkaflil, S. (2021). Benefits and challenges of adopting Google Classroom in Malaysian University: Educators’ perspectives. İlköğretim Online - Elementary Education Online, 20(1), 1296–1304. https://doi.org/10.17051/ilkonline.2021.01.123

Zhang, Z., Cao, T., Shu, J., & Liu, H. (2020). Identifying key factors affecting college students’ adoption of the e-learning system in mandatory blended learning environments. Interactive Learning Environments, 1–14. https://doi.org/10.1080/10494820.2020.1723113

Zulherman, Mohamas Zain, F., Napitupulu, D., Sailin, S. N., & Roza, L. (2021). Analyzing Indonesian students’ Google Classroom scceptance during COVID-19 outbreak: Applying an Extended Unified Theory of Acceptance and Use of Technology Model. European Journal of Educational Research, 10(4), 1697–1710. https://eric.ed.gov/?id=EJ1250404




How to Cite

Sedi, N., & Mazlan, M. N. A. (2023). Factors Influencing Teachers’ Acceptance of Using Google Classroom in Mathematics Blended Learning: Faktor-Faktor Yang Mempengaruhi Penerimaan Guru Menggunakan ’Google Classroom’ dalam Pembelajaran Teradun Matematik. Jurnal Pendidikan Sains Dan Matematik Malaysia, 13(1), 10–21. https://doi.org/10.37134/jpsmm.vol13.1.2.2023