An Investigation into using Nearpod as an Interactive Tool to Aid Students’ Achievement and Motivation for Learning Educational Technology

doi:10.7176/rhss/12-4-01

Cited by 3 publications

(3 citation statements)

References 13 publications

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“…One definition of active learning is any learning approach that allows students to do an active learning task and encourages them to think about the activities they are involving themselves in. Active learning can be defined as any learning approach that allows students to do an active learning task (Mohamed & Corresponding, 2022). To put it another way, the student gets experience in working, communicating, and receiving during the course of the class, which can be utilized to distinguish active learning from passive learning (Naumoska et al, 2022).…”

Section: A Introductionmentioning

confidence: 99%

Employing Nearpod as a Resource to Encourage Active Students in BYOD Mathematics Learning Model

Yanuarto

Setyaningsih

Amri

2023

JTAM

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In the period of the last few decades, more complex technology have been integrated into our daily lives. Therefore, teachers are advocating that students BYOD (bring your own device). This aims are investigated the activities of students during the lesson, which enables teachers to evaluate their students' progress in learning. In addition to this, students' learning experiences and raise their levels of satisfaction with their education with Nearpod and the dynamic interaction that occurs between them. Descriptive statistics were used for the analysis. Descriptive data for the questions and items were compiled in Excel, and included frequency, percentage, mean, and standard deviation. The goal of this research is to explore how female students feel about using Nearpod in conjunction with a video-conferencing learning system on a Bring Your Own Device (BYOD) learning platform. This study was conducted at Universitas Muhammadiyah Purwokerto (n = 78 students) and Purwokerto Secondary School in Central Java (n = 83 students and 9 teachers), during the even semester of the 2020/2021 school year. The objectives of this study required the development and administration of a questionnaire to all of the women enrolled in the "Mathematics Education" course. Researchers concluded from their study that students are open to using their own devices in class and are willing to benefit from the affordances provided by the BYOD platform and the Nearpod to engage in active learning during lectures. Therefore, there has to be more work done by universities to figure out which of the growing elements of education should be prioritized in order to create the best possible conditions for instruction and learning.

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Section: A Introductionmentioning

confidence: 99%

Employing Nearpod as a Resource to Encourage Active Students in BYOD Mathematics Learning Model

Yanuarto

Setyaningsih

Amri

2023

JTAM

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“…The use of Nearpod in the learning process shows increased understanding because active and collaborative learning can occur (Rios-Zaruma et al, 2019). Furthermore, the use of the collaborative aspects during face-to-face and online learning provides opportunities for students to interact with content, activities, teachers, and other students to create a better learning experience (Ahmed & Elmubark, 2022;Jing & Yue, 2016;Minalti & Yeni, 2021).…”

Section: Discussionmentioning

confidence: 99%

Ciculapod for Teaching Circulation Systems: Development and Validity of Biological Learning Media

Ristanto,

Zahira,

Rusdi

2023

QLMN

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The goal of this research is to develop valid and feasible Nearpod-based circulation system teaching materials. This research method uses the ADDIE development model, which includes stages of analysis, design, development, implementation, and evaluation. The research was conducted from July 2022 to June 2023. The teaching materials were tested for feasibility in material, media, and language and tested by Biology teachers and students of SMAN 14 Jakarta. The feasibility test results showed that Nearpod-based circulation system teaching materials had an average score of 3.65 (very valid) on the material aspect, 3.89 (very valid) on the media aspect, and 3.53 (very valid) on the language aspect. In Biology, the teacher trial obtained a mean value of 3.51 and an average of 3.31 for the student trials. This shows that Circulapod teaching materials are very valid and feasible to be used as learning media for circulatory systems learning in schools.

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“…The research outcomes were consistent with the previous study conducted by Fimala et al (2022), which showed an improvement of 86 percent in the students' learning results from the pre-test and post-test score data after employing a blended learning student worksheet using the Nearpod application in class. Ahmed and Elmubark (2022) conducted a study that demonstrated a significant difference in the mean scores of the pre-test and post-test, and the students participating in the study were delighted with the application of the Nearpod as an interactive media in the reading teaching-learning process. Pupah and Sholihah (2022) performed a study that proved the efficacy of Nearpod media that successfully supported the reading learning process in class for students because of its user-friendliness, and it enabled teachers to monitor students' progress during the teaching process.…”

Section: Discussionmentioning

confidence: 99%

Boosting the L2 Learners’ Reading Comprehension Capability by Employing Nearpod Media

Mastura,

Dewi,

Misnar

et al. 2023

IJORER Int. J. Recent Educ. Res.

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Objective: This study aimed to enhance L2 learners' reading comprehension by integrating Nearpod media into the teaching strategy at Universitas Almuslim. The main goal was to evaluate the effectiveness of this technology-based learning in boosting L2 reading comprehension. Method: A pre-experimental research design was employed in this study, in which the L2 learners at Universitas Almuslim were grouped without a control group for comparison. Pre-tests and post-tests were conducted using the Nearpod platform to assess the L2 learners' reading comprehension skills. The data acquired from the pre-test and post-test were quantitatively analyzed with SPSS Statistics Output to determine whether or not there was a significant difference when using the Nearpod media in class. Results: The outcomes revealed a significant difference in the L2 reading comprehension when exposed to Nearpod. It showed that the post-test reading comprehension mean score was higher than the pre-test mean score. Thus, the null hypothesis (Ho) was rejected, whereas the alternative hypothesis (Ha) was accepted. Novelty: By integrating technology into the classroom, this study contributes to the growing body of knowledge on effective strategies for language learning. The findings emphasize the potential of Nearpod media to engage and empower L2 learners, providing a novel and prospective option for boosting language teaching, particularly in reading comprehension.

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An Investigation into using Nearpod as an Interactive Tool to Aid Students’ Achievement and Motivation for Learning Educational Technology

Cited by 3 publications

References 13 publications

Employing Nearpod as a Resource to Encourage Active Students in BYOD Mathematics Learning Model

Employing Nearpod as a Resource to Encourage Active Students in BYOD Mathematics Learning Model

Ciculapod for Teaching Circulation Systems: Development and Validity of Biological Learning Media

Boosting the L2 Learners’ Reading Comprehension Capability by Employing Nearpod Media

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