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1. Exploring the Relationship Between GoogleUse and Academic Performance of Grade 12 ICT Strand Learners at PINHS

2. Background of the Study In today's digital age, Google applications are extensively used in education. Jones and Smith (2019) observed students integrating Google into their study routines, while Brown et al. (2020) found that its educational use correlates with higher engagement and information retrieval skills. This study examines the relationship between Google use and academic performance among Grade 12 ICT Strand learners at PINHS. By analyzing Google usage patterns and academic metrics, it aims to understand the impact of Google on learning outcomes in ICT education.

3. Statement of the Problem Specifically, the study will explore the following key question to achieve its objective: 1.To what extent do Grade 12 ICT strand students at PINHS use Google applications for academic purposes? 2.What are the key factors influencing the frequency and nature of Google tool usage among these students?

4. Hypothesis Null Hypothesis (H₀) There is no significant correlation between the frequency of Google use and the academic performance of Grade 12 ICT students at PINHS." This implies that any observed correlation in the study is due to random chance. Alternative Hypothesis (H1) There is a significant correlation between the frequency of Google use and the academic performance of Grade 12 ICT students at PINHS.

5. Methodology Correlational research design was utilized to gather data. Grade 12 students enrolled in the Information and Communication Technology (ICT) strand at PINHS. Use Stratified Random Sampling Focusing on Grade 12 ICT Strand students at PINHS to divide population into distinct subgroups Data collection involved obtaining permission, administering survey questionnaire personally to respondents

6. Result and Discussion

7. I.Frequency of Google Applications Usage for Academic Purposes:

8. II. Factors Influencing Frequency and Nature of Google Tool Usage:

9. III.Academic Performance as Measured by GPA:

10. VI.Impact of Google Applications on Academic Performance:

11. V. Ways Google Applications Can Improve Academic Outcomes:

12. Google App Dependency : A majority of respondents (66%) use Google apps for academic purposes at least seven times a week, with 58.5% using them 3-4 times weekly, showing a high dependency. Factors Influencing Usage : Ease of use (94.3%), internet access, and teacher requirements significantly influence Google tool usage, emphasizing accessibility and educational mandates. Academic Performance Ratings : Most respondents rated their performance as above average (86.8%) or average (67.9%), indicating a positive perception of academic achievement.

13. Impactful Tools : Google Docs is the most impactful tool (98.1%), followed by Drive, Sheets, and Slides, highlighting their importance in academic success. Enhancing Academic Outcomes : Google apps facilitate real-time feedback and revisions (75%), multimedia integration (19.2%), and collaborative projects (32.7%). However, only 11.5% suggest grading based on Google tool usage, indicating caution in technological grading methods.

14. Conclusion The survey underscores the vital role Google apps play in academics, with high usage frequency and positive impact on performance. User-friendly interfaces are crucial for tech adoption in education. Respondents' recommendations provide valuable insights for enhancing and integrating Google apps into academic workflows.

15. Recommendations Enhance Google apps for easier use by students and educators. Improve internet access for all students. Provide educators with training on Google tools. Develop collaboration features for interactive learning. Add multimedia features to engage diverse learning styles. Integrate Google tools into assessment methods for fair evaluation.

16. References Alqahtani, F. (2019). Usability and impact of Google Cloud in education: A quantitative analysis. Journal of Information Technology Education: Research , 18, 187-201. Johnson, R. (2019). Impact of incorporating Google tools into study routines: A case study of ICT-related subjects. International Journal of Information and Communication Technology in Education , 8(3), 112-125. Garcia, A., et al. (2021). Individual differences in technological proficiency and its impact on academic outcomes: A comparative study. Computers in Human Behavior , 105, 1-9.

17. Presented by: Urriza, Lee Rusell P. Velasco, Matthew Urriza, Raxl Jinayon, Jhusfer