In e na ional Jou nal o De elopmen al Issues in Educa ion & Humani ies
Bilingual Jou nal o he Facul y o Educa ion, Uni e si y o Buea
Volume 1, Issue 1 No embe –Decembe 2025, pp. 54-67
DOI: h ps://doi.o g/10.5281/zenodo.17659331
e-ISSN: XXXX-XXXX
Copy igh : © The Au ho (s), 2025. Published by Facul y o Educa ion, Uni e si y o Buea. This is
an Open Access a icle, dis ibu ed unde he e ms o he C ea i e Commons A ibu ion 4.0
License (h p://c ea i ecommons.o g/licenses/by/4.0/), which pe mi s un es ic ed use,
dis ibu ion and ep oduc ion in any medium, p o ided he o iginal wo k is p ope ly ci ed.
. Page 54 o 67
ONLINE LEARNING PLATFORMS AND ACADEMIC
PERFORMANCE OF STUDENTS IN HIGHER EDUCATION
INSTITUTIONS IN BUEA MUNICIPALITY, SOUTH WEST REGION
OF CAMEROON
Fo eck Aloysius Be angah & Oben Jackline Agbo
Depa men o Cu iculum S udies and Teaching, Facul y o Educa ion,
Uni e si y o Buea
Abs ac
The s udy in es iga ed online lea ning pla o ms and he academic pe o mance o s uden s in
highe educa ion ins i u ions in Buea Municipali y in he Sou h Wes Region o Came oon. I
made use o wo esea ch objec i es which we e ans o med in o wo esea ch ques ions as
ollows: Wha is he in luence o Google Class oom on he academic pe o mance o s uden s in
highe educa ion ins i u ions in Buea Municipali y? and wha is he in luence o Zoom on he
academic pe o mance o s uden s in highe educa ion ins i u ions in Buea Municipali y? The
esea ch ques ions we e la e ans o med in o esea ch hypo heses. A desc ip i e su ey
design was employed. 357 s uden s and 6 academic s a made he sample. Da a we e collec ed
om s uden s using a closed ended ques ionnai e, while an in e iew guide was used o collec
da a om he academic s a . Desc ip i e s a is ics and in e en ial s a is ics we e used o analyse
quan i a i e da a om he ques ionnai e, while da a om he in e iew guide we e analysed
hema ically. The indings e eal ha bo h google class oom and zoom ha e a posi i e and
signi ican in luence on he academic pe o mance o s uden s in highe educa ion ins i u ions in
Buea Municipali y. I was concluded ha online lea ning pla o ms like google class oom and
zoom posi i ely in luence academic pe o mance o s uden s in highe educa ion ins i u ions in
Buea Municipali y. I was ecommended ha s uden s and academic s a in highe educa ion
ins i u ions in Buea Municipali y should in eg a e Google Class oom and zoom mo e widely in
he eaching and lea ning p ocess.
Keywo ds:
Online lea ning pla o m, google class oom, zoom, academic pe o mance.
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Résumé
L'é ude a examiné les pla e o mes d'app en issage en ligne e les ésul a s scolai es des
é udian s des é ablissemen s d'enseignemen supé ieu de la municipali é de Buea, dans la
égion du Sud-Oues du Came oun. Elle s'appuyai su deux objec i s de eche che, déclinés
en deux ques ions : quelle es l'in luence de Google Class oom su les ésul a s scolai es des
é udian s des é ablissemen s d'enseignemen supé ieu de la municipali é de Buea ? e
quelle es l'in luence de Zoom su les ésul a s scolai es des é udian s des é ablissemen s
d'enseignemen supé ieu de la municipali é de Buea ? Les ques ions de eche che on
ensui e é é ans o mées en hypo hèses de eche che. Une enquê e desc ip i e a é é
u ilisée. L'échan illon é ai composé de 357 é udian s e de 6 enseignan s. Les données on
é é collec ées aup ès des é udian s à l'aide d'un ques ionnai e e mé, andis qu'un guide
d'en e ien a é é u ilisé pou ecueilli les données aup ès du pe sonnel enseignan . Des
s a is iques desc ip i es e in é en ielles on é é u ilisées pou analyse les données
quan i a i es du ques ionnai e, andis que les données du guide d'en e ien on é é
analysées héma iquemen . Les ésul a s é èlen que Google Class oom e Zoom on une
in luence posi i e e signi ica i e su les ésul a s scolai es des é udian s des é ablissemen s
d'enseignemen supé ieu de la municipali é de Buea. Il a é é conclu que les pla e o mes
d'app en issage en ligne comme Google Class oom e Zoom in luencen posi i emen les
ésul a s scolai es des é udian s des é ablissemen s d'enseignemen supé ieu de la
municipali é de Buea. Il a é é ecommandé aux é udian s e au pe sonnel enseignan des
é ablissemen s d'enseignemen supé ieu de la municipali é de Buea d'in ég e plus
la gemen Google Class oom e Zoom dans leu s p ocessus d'enseignemen e
d'app en issage.
Mo s clés :
Pla e o me d'app en issage en ligne, Google Class oom, Zoom, ésul a s scolai es.
In oduc ion
S udies ha e shown ha e-lea ning componen s, such as e-no es and e-assignmen s,
p o ide easy access o cou se ma e ials, enhance s uden s' unde s anding o subjec s, and
imely submission o cou sewo k, he eby posi i ely in luencing academic ou comes
(Lo eline & Yu ela, 2022). S uden s pe cei e online lea ning as a iable al e na i e du ing
dis up ions, wi h pla o ms like Google Class oom acili a ing ac i e lea ning and
engagemen (Ndimo o , 2022). Howe e , online lea ning has some challenges. Nkenga ac
(2021) is o he opinion ha s uden s wi h limi ed access o eliable in e ne connec ions o
he necessa y echnical skills o access online lea ning pla o ms may s uggle o ully
pa icipa e, hus a ec ing hei academic ou comes. Oye e al. (2020), hold he iew ha
s uden s om di e se backg ounds may expe ience a ying le els o success in online
lea ning en i onmen s due o di e ences in access o echnology and in e ne connec i i y.
Acco ding o Ekpoh and Essien (2022), s uden s who use Google Class oom o
Educa ional Technology cou ses achie e highe sco es compa ed o hose elying solely on
adi ional me hods. S uden s who use Google Class oom in Compu e Da abase
In e na ional Jou nal o De elopmen al Issues in Educa ion and Humani ies 1(1):54-67 Be angah e al
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Managemen Sys ems exhibi signi ican imp o emen s in academic achie emen (Omeh e
al., 2022). S uden s pe cei ed Google Class oom as an e ec i e ool o ac i e lea ning
(Ndimo o , 2022).
Google Class oom is no wi hou challenges. Resea ch indica es ha ac o s such as
limi ed access o pe sonal de ices, poo in e ne connec i i y, and lack o echnical suppo
can hinde i s e ec i e u iliza ion. Fo example, s uden s a Kebbi S a e Uni e si y in
Nige ia epo ed di icul ies in submi ing assignmen s on ime due o ne wo k issues and
he absence o unc ional Wi-Fi on campus (Hussaini e al., 2020). Google Class oom has
been shown o o e inc eased lexibili y in eaching me hods. As highligh ed by Omo ayo
(2020), he use o online pla o ms such as Google Class oom allows ins uc o s o
implemen blended and lipped class oom models, which ha e been associa ed wi h highe
e en ion and s uden sa is ac ion. Ajayi and Adegbija (2021) hold he iew ha Google
Class oom plays a ole in imp o ing he e iciency o assessmen and eedback. Acco ding o
hem, s uden s who use Google Class oom o assignmen s and quizzes epo quicke
eedback, which led o a imelie unde s anding o hei s eng hs and weaknesses. This
apid eedback loop helps s uden s o make immedia e adjus men s o hei lea ning
s a egies, hus imp o ing hei o e all pe o mance. Choi e al. (2020) opine ha Google
Class oom can handle la ge-scale cou ses wi h hund eds o s uden s.
Howe e , he bene i s o Google Class oom a e no always e enly dis ibu ed ac oss
di e en s uden popula ions. Acco ding o a s udy by Olojede (2021), s uden s om lowe
socio-economic backg ounds ace signi ican challenges in accessing online lea ning
pla o ms like Google Class oom. Ano he impo an conside a ion in he use o Google
Class oom is he le el o digi al li e acy among bo h s uden s and ins uc o s. Salih and
Kaka (2020) emphasize he impo ance o aining in ensu ing ha all use s can ully u ilize
he pla o m’s ea u es.
Gonzalez and Fe nandez (2021) say synch onous lea ning wi h he use o Zoom
inc eases s uden engagemen and os e s a sense o communi y. Howe e , he e ec i eness
o Zoom-based lea ning en i onmen s is o en limi ed by en i onmen al dis ac ions and
sc een a igue. Acco ding o Ba ano a and Smi no a (2022), s uden s epo ed dec eased
concen a ion du ing long Zoom sessions, pa icula ly when classes lacked in e ac i i y. In
egions wi h uns able in e ne access, he limi a ions o Zoom a e mo e p onounced. Okoye
and Chukwuemeka (2023) say ha equen disconnec ions, audio lags, and ideo eezing
dis up lea ning low and nega i ely a ec comp ehension and pa icipa ion. As a
consequence, s uden s exp ess us a ion because hey miss c i ical pa s o lec u es and
a e unable o ask imely ques ions, leading o gaps in unde s anding. Digi al equi y is
ano he c i ical issue in he use o Zoom o academic pu poses. Acco ding o Ma undla e
al. (2022), s uden s om unde p i ileged backg ounds expe ience g ea e di icul ies in
accessing Zoom classes due o lack o de ices and high da a cos s.
Ins uc o s' echnological p o iciency also signi ican ly a ec s he e icacy o Zoom
sessions. Chen and Wang (2020) a e o he opinion ha uni e si y ins uc o s' lack o
aining in Zoom ea u es lead o missed oppo uni ies o engagemen and weak class oom
managemen . In con as , ins uc o s who ecei e o mal aining a e able o use ad anced
Zoom ools—such as b eakou ooms, whi eboa ds, and collabo a i e documen s— o os e
dynamic and pa icipa o y classes. This highligh s he need o con inuous p o essional
de elopmen in digi al pedagogy. To add, he psychological impac o p olonged Zoom use
has become an a ea o conce n. Bailenson (2021) coined he e m “Zoom a igue” o
In e na ional Jou nal o De elopmen al Issues in Educa ion and Humani ies 1(1):54-67 Be angah e al
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desc ibe he exhaus ion associa ed wi h o e use o ideo con e encing. His esea ch
a ibu es his a igue o excessi e eye con ac , he cogni i e load o in e p e ing non- e bal
cues o e ideo, and he cons an sel - iew ea u e. These s esso s can impai s uden s’
men al well-being and educe academic pe o mance, sugges ing ha Zoom sessions should
be s a egically scheduled and balanced wi h asynch onous asks o a oid bu nou . This
s udy seeks o ind ou he use o online lea ning pla o ms such as google class oom and
zoom and i s in luence on academic pe o mance o s uden s in highe educa ion
ins i u ions in Buea Municipali y.
S a emen o he P oblem
The ad ancemen in science and echnology and he de elopmen o online lea ning
pla o ms ha e made lea ning esou ces mo e eadily a ailable han e e be o e. S uden s
and academic s a in highe educa ional ins i u ions can access lea ning ma e ials in he
com o o hei homes and a he ime bes con enien o hem. As a consequence, s uden s
and academic s a can easily ca y ou esea ch on any ield o s udy based on hei
in e es . S uden s can easily do assignmen s as well as ge addi ional ma e ial o hei
cou se con en .
Inadequa e use o online lea ning pla o m migh limi bo h s uden s and academic
s a o lea ning esou ces. This may u he esul in s uden s acing mo e challenges wi h
hei academic wo k, ha ing lowe g ades, ailing in cou ses, spending mo e yea s in school
han planned o a p og amme, and/o d opping ou o school. I is agains his backd op
ha his s udy seeks o ind ou he use o online lea ning pla o ms and academic
pe o mance o s uden s in highe educa ion ins i u ions in Buea Municipali y.
Me hodology
A desc ip i e su ey design was used o his s udy, wi h he use o bo h
quan i a i e and quali a i e me hods. The sample was made up o 357 s uden s and six
academic s a om h ee highe educa ion ins i u ions in Buea. Pu posi e sampling was
used o ge he lone public and he lone denomina ional highe ins i u ions, while simple
andom sampling was used o ge one lay p i a e highe ins i u ion. Acciden al sampling
was used o ob ain he s uden s and he academic s a who se ed as sample o he s udy.
Quan i a i e da a we e collec ed om he s uden s by means o closed ended ques ionnai e
cons uc ed using he ou -poin Like scale. Quali a i e da a we e collec ed om academic
s a by means o an in e iew guide. Bo h ins umen s we e adminis e ed using he di ec
deli e y echnique. The quan i a i e da a we e analyzed desc ip i ely using equencies,
pe cen ages, and mean, and also in e en ially using he Pea son P oduc -Momen
Co ela ion Coe icien . The quali a i e da a we e analyzed hema ically.
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FINDINGS
Resea ch Ques ion One: Wha is he in luence o Google Class oom on he
Academic Pe o mance o S uden s o Highe Educa ion Ins i u ions in Buea
Municipali y?
Table 1 Google Class oom and Academic Pe o mance o S uden s
In ela ion o esea ch ques ion one, eigh i ems we e used o ind ou he ex en o
which google class oom in luence he academic pe o mance o s uden s in highe
educa ion ins i u ions in Buea Municipali y. In ela ion o i em one, 302 esponden s
(84.2%) ag eed o he ac ha google class oom enhances s uden engagemen du ing
lessons while 55 esponden s (15.4%) disag eed. In ela ion o i em wo, 308 esponden s
(86.3%) ag eed o he ac ha hey ind Google class oom easy o na iga e while 49
esponden s (13.7%) disag eed. In ela ion o i em h ee, 238 esponden s (66.6%) ag eed
o he ac ha hey p e e using Google Class oom o adi ional class oom mee ings while
119 esponden s (33.3%) disag eed.
In ela ion o i em ou , 280 esponden s (78.4%) ag eed o he ac ha Google
class oom suppo s collabo a i e lea ning wi h pee s while 77 esponden s ((21.6%)
SN
ITEM
S e ched
Collapsed
SA
A
D
SD
SA +A
SD +D
1
Google class oom
enhances s uden
engagemen du ing
lessons
203
(56.9%)
99
(27.7%)
43
(12.0%)
12
(3.4%)
302
(84.6%)
55
(15.4%)
2
I ind Google
class oom easy o
na iga e
51
(14.3%)
257
(72.0%)
40
(11.2%)
9
(2.5%)
308
(86.3%)
49
(13.7%)
3
I p e e using Google
Class oom o
adi ional class oom
mee ings.
34
(9.5%)
204
(57.1%)
74
(20.7%)
45
(12.6%)
238
(66.6%)
119
(33.3%)
4
Google class oom
suppo s collabo a i e
lea ning wi h pee s
205
(57.4%)
75
(21.0%)
51
(14.3%)
26
(7.3%)
280
(78.4%)
77
(21.6%)
5
I do much o my
academic wo k using
Google Class oom.
205
(57.4%)
58
(16.2%)
67
(18.8%)
27
(7.6%)
263
(73.6%)
94
(26.4%)
6
Limi ed In e ne
access a ec s my
abili y o use Google
class oom e ec i ely
91
(25.5%)
225
(63.0%)
24
(6.7%)
17
(4.8%)
316
(88.5%)
41
(11.5%)
7
I eel mo e in ol ed in
blended lea ning
h ough Google
class oom
208
(58.3%)
85
(23.8%)
43
(12.0%)
21
(5.9%)
293
(82.1%)
94
(17.9%)
8
T aining imp o ed my
abili y o use Google
class oom
215
(60.2%)
99
(27.7%)
33
(9.2%)
10
(2.8%)
314
(87.9%)
43
(12%)
MRS
1212
(42.4%)
1102
(38.5%)
375
(13.1%)
167
(5.8%)
2314
(80.9%)
542
(19.1%)
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disag eed. In ela ion o i em i e, 263 esponden s (73.6%) ag eed o he ac ha hey do
much o hei academic wo k using Google Class oom while 94 esponden s ((26.4%)
disag eed. In ela ion o i em six, 316 esponden s (88.5%) ag eed o he ac ha Limi ed
In e ne access a ec s hei abili y o use Google class oom e ec i ely while 41
esponden s ((11.5%) disag eed. In ela ion o i em se en, 293 esponden s (82.1%) ag eed
o he ac ha hey eel mo e in ol ed in blended lea ning h ough Google class oom while
94 esponden s ((17.9%) disag eed. In ela ion o i em eigh , 314 esponden s (87.9%)
ag eed o he ac ha T aining imp o ed hei abili y o use Google class oom while 43
esponden s ((12.1%) disag eed.
To u he de e mine he e ec Google class oom on he academic pe o mance o
s uden s o highe educa ion ins i u ions in Buea Municipali y, he Pea son p oduc -
momen co ela ion coe icien was calcula ed o asce ain he in luence as indica ed in he
able below.
Ve i ica ion o Hypo hesis One
Ho1: Google class oom has no signi ican e ec on he academic pe o mance o
s uden s in highe educa ion ins i u ions in Buea municipali y.
Ha1: Google class oom has a signi ican e ec on he academic pe o mance o
s uden s in highe educa ion ins i u ions in Buea municipali y.
Table 2
Pe cei ed In luence o Google Class oom on he Academic Pe o mance o S uden s in
Highe Educa ion Ins i u ions in Buea Municipali y
Google class oom
Academic pe o mance
Google class oom
Pea son Co ela ion
1
.868**
Sig. (2- ailed)
.000
N
357
357
Academic pe o mance
Pea son Co ela ion
.868**
1
Sig. (2- ailed)
.000
N
357
357
**. Co ela ion is signi ican a he 0.01 le el (2- ailed).
F om he able abo e, he Pea son co ela ion coe icien ( = .868**, P=0.05)
indica es a s ong posi i e and s a is ically signi ican ela ionship be ween Google
class oom and academic pe o mance o s uden s o highe educa ion ins i u ions in Buea
municipali y. This, he e o e, conno es enough s a is ical e idence ( =0.868**, n=357,
P=0.05) ha Google class oom posi i ely and signi ican ly in luence he academic
pe o mance o s uden s in highe educa ion ins i u ions in Buea municipali y. Hence, he
null hypo hesis is ejec ed, and he al e na e hypo hesis is accep ed, which s a es ha
Google class oom has a signi ican e ec on he academic pe o mance o s uden s in highe
educa ion ins i u ions in Buea municipali y.
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Table 3
Lec u e s’ Opinion on he In luence o Google Class oom on Academic Pe o mance o
S uden s in Highe Educa ion Ins i u ions in Buea Municipali y
Codes
Themes
Sampled Quo a ions
Do you use
Google
Class oom
o you
academic
ac i i ies?
Ex ensi ely
use
"Yes, I u ilize Google Class oom ex ensi ely. I p o ides a
s uc u ed en i onmen o s uden s o access ma e ials and
submi assignmen s. I' e no iced ha i enhances
communica ion and helps s uden s s ay o ganized, which
posi i ely impac s hei academic pe o mance."
A key ool
"Absolu ely, Google Class oom is a key ool in my eaching. I
allows me o sha e esou ces e icien ly and ack s uden
engagemen . I’ e obse ed ha s uden s who ac i ely
pa icipa e in he pla o m end o pe o m be e in
assessmen s."
Yes
"I do use Google Class oom. I acili a es collabo a ion among
s uden s and makes i easie o hem o ask ques ions ou side o
class hou s. This le el o engagemen has shown a co ela ion
wi h imp o ed g ades."
i yes how
o en, i no
please may I
know why?
Daily
"Yes, I inco po a e Google Class oom almos daily, especially
du ing exam pe iods. The immedia e access o esou ces and
p ac ice quizzes helps s uden s p epa e be e and boos s hei
con idence."
Weekly
"Yes, I use i se e al imes a week. I allows me o sha e coding
exe cises and esou ces e ec i ely. F equen use has helped my
s uden s imp o e hei p ac ical skills and o e all pe o mance."
"Yes, I u ilize i weekly. I suppo s no jus academic asks bu
also pee in e ac ions. This egula engagemen os e s a
collabo a i e lea ning en i onmen ha posi i ely a ec s
s uden pe o mance."
Leas h ee
imes a week
"Yes, I engage wi h Google Class oom a leas h ee imes a week.
This consis ency allows me o moni o s uden p og ess closely
and p o ide imely eedback, which I belie e is c ucial o hei
success."
In ela ion o he in e iew on he use o Google class oom by lec u e s o highe
educa ion ins i u ions in Buea Municipali y, a numbe o hemes we e aised as seen on he
able abo e poin ed ou by hei di ec i e quo a ions as ollows. In esponse o he ques ion,
‘Do you use Google Class oom o you academic ac i i ies?’ a esponden ag eed by saying
"Yes, I u ilize Google Class oom ex ensi ely. I p o ides a s uc u ed en i onmen o s uden s
o access ma e ials and submi assignmen s. I' e no iced ha i enhances communica ion and
helps s uden s s ay o ganized, which posi i ely impac s hei academic pe o mance." his was
co obo a ed by ano he esponden who s a ed ha "Absolu ely, Google Class oom is a key
ool in my eaching. I allows me o sha e esou ces e icien ly and ack s uden engagemen .
I’ e obse ed ha s uden s who ac i ely pa icipa e in he pla o m end o pe o m be e in
assessmen s."
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In addi ion, ano he esponden holds ha :
"I do use Google Class oom. I acili a es collabo a ion among s uden s and
makes i easie o hem o ask ques ions ou side o class hou s. This le el o
engagemen has shown a co ela ion wi h imp o ed g ades."
While ano he poin ed ou ha :
"Yes, I inco po a e Google Class oom in o my cou ses. I ind i help ul o
p o iding eedback and os e ing a sense o communi y among s uden s.
Those who engage mo e wi h he pla o m o en demons a e highe
academic pe o mance."
Responding o he how o en, hey use Google class oom, he esponden s a ed ha :
"Yes, I use Google Class oom daily. I ind i essen ial o pos ing lec u es,
assignmen s, and announcemen s. The egula in e ac ion helps keep
s uden s engaged and accoun able.". Ano he esponden poin ed ha
"Yes, I use i se e al imes a week. I allows me o sha e coding exe cises
and esou ces e ec i ely. F equen use has helped my s uden s imp o e
hei p ac ical skills and o e all pe o mance."
While ye ano he hold ha :
"Yes, I engage wi h Google Class oom a leas h ee imes a week. This
consis ency allows me o moni o s uden p og ess closely and p o ide
imely eedback, which I belie e is c ucial o hei success." Some o he
esponden s we e also o he iew ha , "Yes, I use i weekly o
discussions and assignmen s. I app ecia e how i acili a es ongoing
con e sa ions abou cou se ma e ial, which seems o enhance s uden s'
comp ehension and g ades." "Yes, I inco po a e Google Class oom
almos daily, especially du ing exam pe iods. The immedia e access o
esou ces and p ac ice quizzes helps s uden s p epa e be e and boos s
hei con idence.
Resea ch Ques ion Two: Wha is he in luence o Zoom on he Academic Pe o mance
o S uden s in Highe Educa ion Ins i u ions in Buea Municipali y?
Table 4
Zoom and Academic Pe o mance o S uden s
SN
ITEM
S e ched
Collapsed
SA
A
D
SD
SA +A
SD +D
1
Zoom enables
eal- ime
in e ac ion wi h
my lec u e s
253 (70.9%)
55
(15.4%)
43
(12.0%)
6
(1.7%)
308
(86.3%)
49
(13.7%)
2
Zoom has
imp o ed my
abili y o
collabo a e wi h
classma es du ing
g oup
discussions.
254 (71.1%)
56
(15.7%)
45
(12.6%)
2
(.6%)
310
(86.8%)
47
(13.2%)
3
The use o zoom
has been an
e ec i e ool in
209 (58.5%)
86
(24.1%)
56
(15.7%)
6
(1.7%)
295
(82.6%)
62
(17.4%)
In e na ional Jou nal o De elopmen al Issues in Educa ion and Humani ies 1(1):54-67 Be angah e al
P a g e | 62
In ela ion o esea ch ques ion wo, nine i ems we e used o ind ou how Zoom
in luence he academic pe o mance o s uden s in highe ins i u ions o lea ning in Buea
municipali y. In ela ion o i em one, 308 esponden s (86.3%) ag eed o he ac ha Zoom
enables eal- ime in e ac ion wi h hei lec u e s while 49 esponden s (13.7%) disag eed. In
ela ion o i em wo, 310 esponden s (86.8%) ag eed o he ac ha he use o zoom has been
an e ec i e ool in helping hem achie e academic success in hei cou se while 47 esponden s
(13.2%) disag eed.
In ela ion o i em h ee, 295 esponden s (82.6%) ag eed o he ac ha Zoom has
helped hem no only o ake classes wi hin hei locali y bu also o ake o eign lec u es while
62 esponden s (17.4%) disag eed. In ela ion o i em ou , 320 esponden s (89.6%) ag eed o
he ac ha wi h zoom classes, hey eel mo e elaxed han he adi ional ace o ace class
while 37 esponden s (10.4%) disag eed. In ela ion o i em i e, 290 esponden s (81.2%)
ag eed o he ac ha poo in e ne connec ion dis up s hei zoom classes while 67
esponden s (18.8%) disag eed. In ela ion o i em six, 346 esponden s (96.9%) ag eed o he
ac ha Zoom classes a e as e ec i e as physical class oom lec u es while 11 esponden s
(3.1%) disag eed. In ela ion o i em se en, 308 esponden s (86.2%) ag eed o he ac ha
Zoom helps hem s ay engaged du ing lec u es while 49 esponden s (13.8%) disag eed. In
ela ion o i em eigh , 312 esponden s (87.4%) ag eed o he ac ha hey p e e lea ning
h ough zoom o o he online pla o ms while 45 esponden s (12.6%) disag eed. In ela ion o
helping me
achie e academic
success in my
cou se.
4
Zoom has helped
me no only o
ake classes
wi hin my locali y
bu also o ake
o eign lec u es
244 (68.3%)
76
(21.3%)
30
(8.4%)
7
(2.0%)
320
(89.6%)
37
(1O.4%)
5
Wi h zoom
classes, I eel
mo e elaxed
han he
adi ional ace o
ace class.
220 (61.6%)
70
(19.6%)
57
(16.0%)
10
(2.8%)
290
(81.2%)
67
(18.8%)
6
Poo in e ne
connec ion
dis up s my zoom
classes
271 (75.9%)
75
(21.0%)
11
(3.1%)
00
(00%)
346
(96.9%)
11
(3.1%)
7
Zoom classes a e
as e ec i e as
physical
class oom
lec u es
250 (70.0%)
58
(16.2%)
29
(8.1%)
20
(5.6%)
308
(86.2%)
49
(13.8%)
8
Zoom helps me
s ay engaged
du ing lec u es
67 (18.8%)
245
(68.6%)
39
(10.9%)
6
(1.7%)
312
(87.4%)
45
(12.6%)
9
I p e e lea ning
h ough zoom o
o he online
pla o ms
98 (27.5%)
205
(57.4%)
31
(8.7%)
23
(6.4%)
303
(84.9%)
54
(15.1%)
MRS
1866
(58.9%)
876
(27.6%)
341
(10.5%)
80
(2.5%)
2742
(86.6%)
421
(13.3%)
