Google Classroom as a Support Tool for Teaching and Learning Mathematics

Authors

  • Karla Gissella Sornoza Jaramillo Docente Carrera de Educación, Universidad estatal del Sur de Manabí https://orcid.org/0009-0004-1088-509X
  • Cruz Salvatierra Martha Cristina Cruz Salvatierra Martha Cristina Docente Carrera de Educación, Universidad estatal del Sur de Manabí
  • Villa Yungan Edgar Manuel Villa Yungan Edgar Manuel Docente, Unidad Educativa Fiscomisional Fe y Alegría, Manta, Ecuador https://orcid.org/0000-0002-2158-3044
  • Espinal Lino Joseph Ricardo Espinal Lino Joseph Ricardo Docente, Unidad Educativa Fiscomisional Fe y Alegría, Manta, Ecuador https://orcid.org/0009-0004-7566-7915

DOI:

https://doi.org/10.47230/ra.v8i2.133

Keywords:

análisis multitemporal, información geográfica, variabilidad climática.

Abstract

The Guineal River basin, located in Manabí, Ecuador, is a socio-ecological system that provides crucial ecosystem services such as water regulation, supply, and biodiversity conservation. However, in recent decades the area has undergone rapid land-use transformation driven by agricultural expansion, livestock activities, and deforestation. The main objective of the study was to evaluate the loss of vegetation cover and its impact on ecosystem services between 1990 and 2022, through land cover analysis, climograms, and the physical-environmental characterization of the micro-basin. The methodology included the use of Geographic Information Systems software (QGIS) to identify geographic location and analyze land-use changes based on data from the Military Geographic Institute of Ecuador. For climate analysis, temperature and precipitation data were downloaded from Google Earth Pro to construct a climogram. Results show a cumulative loss of 833.05 ha of native forest between 1990 and 2022, while agricultural lands increased by 3,690.61 ha during the same period. This shift reduced the basin’s capacity to protect biodiversity and regulate the water cycle. The climogram revealed a slight increase in mean annual temperature (0.15 °C per year) and relatively stable precipitation with interannual variations, suggesting growing climate variability that threatens agriculture and water availability. Consequently, provisioning, supporting, regulating, and cultural services of the micro-basin are at risk.

Downloads

Download data is not yet available.

References

Al-Maroof, R. S., Alnasoni, H. A., & Al-Emran, M. (2021). Students’ acceptance of Google Classroom: An exploratory study using PLS-SEM approach. International Journal of Emerging Technologies in Learning (iJET), 16(6), 112-123. https://doi.org/10.3991/ijet.v16i06.18887

Arias, F. G. (2021). El Proyecto de Investigación: Introducción a la metodología científica (7ma ed.). Editorial Episteme.

Bergmann, J., & Sams, A. (2014). Flipped Learning: Gateway to Student Engagement. ISTE.

ampbell, D. T., & Stanley, J. C. (2015). Diseños experimentales y cuasiexperimentales en la investigación social. Amorrortu.

Collantes Inga, E., & Collantes Inga, Z. M. (2022). Impacto de la plataforma Google Classroom en las competencias matemáticas. Ciencia Latina Revista Científica Multidisciplinar, 6(1), 298–310. https://doi.org/10.37811/cl_rcm.v6i1.1500

George, D., & Mallery, P. (2019). IBM SPSS Statistics 26 Step by Step: A Simple Guide and Reference. Routledge.

Gómez-García, M., Rodríguez-Jiménez, C., & Ramos-Navas-Parejo, M. (2022). Realidad aumentada y geometría: desarrollo de la competencia visual en bachillerato. Revista Electrónica de Investigación Educativa, 24, e08. https://doi.org/10.24320/redie.2022.24.e08.4111

Govender, D. (2023). Artificial Intelligence in Mathematics Education: Student Perceptions and Challenges. Journal of Educational Technology, 14(2), 45-60.

Hernández Correa, P. G. (2025). Uso de la Plataforma de Google Classroom como Enseñanza Aprendizaje para Mejorar el Rendimiento Académico. Estudios y Perspectivas Revista Científica y Académica, 5(3), 4469–4530.

Hernández-Sampieri, R., & Mendoza, C. (2018). Metodología de la investigación: las rutas cuantitativa, cualitativa y mixta. McGraw-Hill Education.

Korkmaz Guler, M., Gurbuz, R., & Ozdemir, M. E. (2024). Digital transformation in high school mathematics: The case of dynamic geometry software. Educational Studies in Mathematics, 115, 112-130.

López, J. M., & Sánchez, R. (2022). Integración de herramientas digitales en la enseñanza de matemáticas: Caso Google Classroom en Educación Básica Superior. Revista Arbitrada Koinonía, 15(2), 345–359.

Mena Bermeo, S. A., Mena Bermeo, J. C., & Mena Bermeo, M. A. (2024). Google Classroom como estrategia de refuerzo académico. Código Científico Revista de Investigación, 5(1), 579–597.

Otzen, T., & Manterola, C. (2017). Técnicas de Muestreo sobre una Población a Estudio. International Journal of Morphology, 35(1), 227-232.

Pérez-López, E., & Rivera, E. (2023). Collaborative learning in virtual environments: A strategy for high school mathematics. Journal of Technology and Science Education, 13(2), 410-425.

Rodríguez-Basantes, V. V. (2023). La herramienta Google Classroom como apoyo al aprendizaje. Revista Arbitrada Koinonía, 8(2), 965–980.

Salas-Rueda, R. A. (2024). Impact of Flipped Classroom and Google Classroom on the Teaching-Learning Process of Mathematics. Contemporary Educational Technology, 16(1), ep489. https://doi.org/10.30935/cedtech/14102

Tzafilkou, K., Perifanou, M., & Economides, A. A. (2022). Negative emotions, cognitive load, and perceived value of a mobile learning environment during the pandemic. Educational Technology Research and Development, 70, 1421–1446.

UNESCO. (2022). Transforming Education: The Power of Digital Learning Tools. UNESCO Digital Repository.

Vega, C., & Miranda, S. (2021). El modelo Flipped Classroom en la enseñanza de las matemáticas: Un estudio empírico. Revista de Innovación Educativa, 12(3), 89–102.

Vega Sopalo, G. I. (2022). Entorno virtual Google Classroom aplicado al proceso de enseñanza-aprendizaje. [Tesis de Grado]. Universidad Tecnológica Indoamérica. Repositorio Institucional UTI.

Wardat, Y., Tasneem, A., & Al-Hassan, M. (2023). The impact of AI and digital tools on mathematical retention. International Journal of Instruction, 16(1), 203-222.

Zakaria, G. (2023). Evaluating the Technology Acceptance of Google Classroom as an Online Learning Tool. International Journal of Research and Innovation in Social Science, 7(4).

Zhang, Y., & Liu, S. (2023). A meta-analysis of the effectiveness of blended learning in mathematics education: The moderating role of instructional design. Computers & Education, 196, 104726.

Zuñiga-Tonio, J. (2021). Google Classroom: Accessibility, utility, and student satisfaction in flexible learning. International Journal of Educational Technology, 18(3), 110-125

Published

2025-12-15

How to Cite

Sornoza Jaramillo, K. G., Cruz Salvatierra Martha Cristina, C. S. M. C., Villa Yungan Edgar Manuel, V. Y. E. M., & Espinal Lino Joseph Ricardo, E. L. J. R. (2025). Google Classroom as a Support Tool for Teaching and Learning Mathematics. REVISTA ALCANCE, 8(2), 26–36. https://doi.org/10.47230/ra.v8i2.133

Similar Articles

1 2 3 4 5 6 > >> 

You may also start an advanced similarity search for this article.