Development of Google Classroom as a Learning Management System for Grade 4 Filipino Instructions

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This study examined the use of Google Classroom as a learning management system (LMS) to address classroom disruptions and improve the learning outcomes of Grade 4 Filipino learners. It aimed to analyze lesson exemplars in terms of content, structure, and assessment; design a Google Classroom platform targeting least-mastered competencies; and refine the platform through expert evaluation. The study responds to the need for structured, flexible, and technology-supported instruction in elementary language education. A developmental research design guided by the Analysis–Design–Development (ADD) model was employed. Lesson exemplars were analyzed using a validated checklist, while the developed Google Classroom prototype was evaluated by five Master Teachers using a structured rating instrument. Quantitative data were analyzed using mean scores, and qualitative feedback was examined through thematic analysis. Findings revealed that while lesson exemplars were culturally relevant and logically sequenced, they showed inconsistencies in scaffolding, limited higher-order thinking activities, minimal differentiation, and partial alignment of assessments with competencies. The developed platform incorporated structured lesson navigation, multimedia presentations, interactive learning tasks, and formative assessments to support learner engagement and continuity of instruction. Expert evaluation results showed that most components were rated “Very Appropriate” (M = 2.75–2.90), while some were rated “Appropriate” (M = 2.28–2.32), indicating areas for refinement. The study concludes that a systematically designed and iteratively refined Google Classroom platform can effectively address instructional gaps and support competency-based learning. It underscores the importance of scaffolded, interactive, and learner-centered digital environments in enhancing elementary Filipino instruction.