Blended Learning through Google Classroom to Support Computer Course Instruction for Students in a Two-Year Continuing Bachelor’s Degree Program at the Arts Education College

Abstract

This research aimed to 1) determine the efficiency of the instructional package for the programs Microsoft Excel and Microsoft PowerPoint using Google Classroom to support teaching and learning management according to the 80/80 criterion; 2) examine the satisfaction of undergraduate students in the 2023–2024 academic year toward the instructional package for the Excel and PowerPoint programs; and 3) study guidelines for managing the teaching and learning of the computer course so that teachers can design instructional media and create online classrooms with higher quality in the future by applying the research results to other subjects. The students’ post-learning results in the score range of 80–100 remained unchanged, while the score range of 75–79 increased from 0 to 3 students, accounting for 30%. Regarding learning outcomes in the computer course on the use of Excel and PowerPoint in all six aspects, a comparison between pre- and post-learning results showed that the post-learning achievement increased to 82%, representing an improvement of 23%. In particular, general knowledge about PowerPoint increased to 83%, with a change value of 43.33%. In addition, the results of a survey of 10 students’ opinions toward the Excel and PowerPoint instructional package across eight aspects indicated that students’ satisfaction with the teaching and learning activities was at the highest level (X = 4.64; S.D. = 3.53). Specifically, the highest ratings were in assessment and evaluation (X = 4.76; S.D. = 0.43), curriculum/content (X = 4.75; S.D. = 0.36), and the quality of instructional media (X = 4.49; S.D. = 0.48). This research also recommends that computer teachers develop high-quality instructional videos and accessible online classrooms that students can access anytime and anywhere, thereby promoting knowledge and encouraging students to engage in self-directed learning.