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This study aims to analyze Grade 4 Mathematics lesson materials and design an effective learning management system.

June 4, 20260 citationsOpen Access

Development of Google Classroom as a Learning Management System for Mathematics 4 Instruction

Key Points

This study aims to analyze Grade 4 Mathematics lesson materials and design an effective learning management system.
Descriptive development research guided by the ADD model
Qualitative content analysis of eight Grade 4 lesson exemplars
Development of a Google Classroom LMS prototype with features based on identified gaps
Key features received high sustainability ratings (2.6–2.8), indicating strong acceptance
Moderate ratings (2.0–2.2) for other features suggest areas for improvement
Version 2 of the LMS includes enhanced interactive tools and tracking mechanisms to support learners.

Abstract

Instructional gaps in mathematics and frequent classroom interruptions disrupt learning continuity and hinder conceptual understanding among elementary learners. In Grade 4 Mathematics at Ratay Elementary School during the first quarter of SY 2024–2025, the MATATAG Curriculum implementation relied on official lesson exemplars that, upon analysis, revealed minimal conceptual explanations, limited real-life applications, procedural imbalance, and no technology integration. This study aimed to analyze Grade 4 Mathematics lesson exemplars for content, structure, and assessment, and to design and develop a learning management system (LMS) using Google Classroom aligned with MATATAG competencies. A descriptive–developmental research design guided by the Analysis–Design–Development (ADD) model was employed. Qualitative content analysis was conducted on eight official Grade 4 Quarter 1 lesson exemplars to identify instructional gaps that informed system design. The development phase resulted in a prototype of Google Classroom LMS (Version 1) featuring structured lesson slides, discussion tools, adaptive learning tasks, and progress-monitoring features. Expert evaluation was conducted involving five Master Teachers who assessed the system using a three-point appropriateness scale. Results showed that key features—including the Lesson Slide Archive, MathTalk Live/Replay, Assignment Section, Adaptive Learning Tasks, and Progress Point—received high sustainability ratings (2.6–2.8). Other features—Videos, MathTalk Assistance, TaskFolio, and FlashQuiz—received moderate ratings (2.0–2.2), indicating areas for improvement. Based on these findings, Version 2 of the LMS integrated interactive self-check activities, a formula vault, MathLab applications, enhanced visual supports, and improved progress tracking. The study highlights the potential of technology-integrated instructional platforms to address curricular gaps and support sustained mathematics learning under the MATATAG framework.

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