Google Maps for Geography in the Philippines

• This study explores the effectiveness of Google Maps in teaching geography, especially regions in the Philippines, to first-year social science students at Bestlink College.
• The research aims to determine if Google Maps can enhance learning outcomes, student engagement, and knowledge retention in geography.

Introduction

• Education is crucial for societal well-being in the Philippines and worldwide.
• High-quality learning materials are necessary for effective teaching.
• Instructional materials can improve student performance and create a fun learning environment.
• Learning materials aid students in reading, listening, critical thinking, speaking, and using media.
• Relevant instructional materials create a nurturing learning environment that encourages participation and knowledge retention.
• Resources, including textbooks, digital platforms, and interactive media, enhance learning across all subjects.
• Technology improves geography and has a significant impact on higher education.
• Key to geographic learning is describing and explaining geographic aspects.
• Teachers have to provide learning materials to keep students engaged.
• A widely used tool in education is the geographic information system, including Google Maps.
• Google Maps enhance attention and attract the interest of students in classroom activities.

Literature Review

• Reviewing related literature involves using theories to explain a research problem and analyze relationships between variables, using books, journals, reports, and abstracts.

Foreign Literature

• Constructivism Learning Theory emphasizes active learning through experiences rather than passive absorption, underlining the importance of prior knowledge and engagement
• Jean Piaget's Constructivist Learning Theory aligns with using Google Maps in geography education.
• Google Maps allows students to explore real-world information, aiding understanding and recall and promotes engagement through connecting new information with existing knowledge.
• A study was conducted in Nigeria showed that the students using Google Maps had higher scores than their pre-test results (CHRINUS, 2024).
• Kilar (2015) found that Google Maps significantly boosted students' scores by 9.8 to 24.2 points.
• Google Maps has been widely applied by academic institutions for mapping and research, with over 90% of library respondents using it for research and instruction.
• Google Maps improves geographical understanding through visual learning experiences.
• Digital tools like Google Maps and Google Earth help students to understand geography better.
• During the COVID-19 pandemic, Google Maps was used for virtual field trips.
• Google Earth provides satellite imagery, maps, and data.
• Using Google Maps and other digital navigation tools improves spatial thinking and awareness.
• Integrating GIS tools into geography education improves learning outcomes (Teodoro & Gonçalves, 2022) and map-reading skills.

Conceptual Framework

• Jean Piaget's Constructivism Learning Theory: Learners construct understanding through integrating new information with existing knowledge.
• Constructivism emphasizes experiential learning through activities, discussions, and graphing.
• Manipulative educational resources, enhance geographical understanding.
• The study explores how learning materials aligned with constructivism influence students' learning in geography.

Problem Statement and Questions

• The study aims to assess the effectiveness of Google Maps in enhancing geography education among first-year social science students at Bestlink College of the Philippines.
• What is the demographic profile of the respondents in terms of name, age, and technology access?
• How effective is the use of Google Maps in identifying regions in the Philippines in terms of pre-test and post-test?
• How does Google Maps impact the teaching of geography?
• Geographical Understanding
• Engagement and Interaction
• Spatial Awareness
• What are the problems encountered by the respondent using Google maps in teaching geography?
• What specific outcomes can be attributed to the effectiveness of using Google Maps?

Hypothesis

• Google Maps has no significant impact on teaching regions in Geography among 1st year social studies students at Bestlink College of the Philippines.

Scope and Delimitation

• The study focuses on 55 first-year BSED Social Studies major students at Bestlink College of the Philippines.
• The students are taught using Google Maps compared to traditional methods.

Significance

• Students: Gain knowledge on how to study regions using Google.
• Teachers: Gain knowledge regarding using Google Maps as instruction.
• School Administrator: Improve the learning process in geography.
• Future Researcher: The research can be used as reference.

Key Terms

• Geography: The nature and arrangement of places and physical features
• Google Maps: A mobile application that serves road maps, aerial, and satellite views.
• Interaction: A mutual action or influence
• Spatial Awareness: Defined as the ability to understand the relationship between one's movements and object in one's surrounding environment
• Post-Test: Tests given to students after completing an instructional achievement
• Pre-Test: Tests to evaluate the preparedness of students for further studies
• Regions: Administrative areas, divisions, or districts of a location

Methods

• Experimental research design is utilized.
• Uses observation under controlled conditions.
• Examines the effects of independent variables on dependent variables.
• Variable is manipulated to observe impact.
• First-year Social Studies students at Bestlink College of the Philippines were the respondents.
• The population of first-year Social Studies students is 55.
• Respondents were chosen through purposive sampling.
• Purposive sampling is when elements selected for the sample are chosen by the judgment of the researcher.
• Purposive sampling selects individuals or groups based on criteria.
• The data needed to address was collected, in order to addressed difficulties in the study.
• A survey questionnaire with three parts was used as a tool in the investigation.
• Part I: Demographic profile of respondents (name, gender, technology access).
• Part II: Effectiveness of using Google Maps.
• Part III: Impact of Google Maps on teaching geography.
• A survey questionnaire was used to analyze the significance of Google Maps in teaching regions.
• Part 1 of the survey includes profiles of the respondents.
• Part 2 includes the effectiveness of Google Maps.
• The developed questionnaire is reviewed by the research advisor.
• Grammarians ensure correct prepositional and grammatical usage.
• The survey is implemented and distributed to selected respondents.
• The study examines the effectiveness of Google Maps in teaching regions in the Philippines for learners.
• Permission is requested from the research and advisor.
• The researcher conducts and retrieves the instruments and transcribed it.

Analysis

• Data is analyzed using statistical tools.
• Frequency and Percentage: Used to determine the effectiveness of Google Maps.
• Standard Deviation: Used to measure the spread for pre-test and post-test.
• Weighted Mean: Shows the effect of Google Maps.
• Ranking: Used to rank challenges in using Google Maps.