Impact of Nearpod on Students’ Motivation and Learning about Minerals: A Case Study

Abstract

This study examines the impact of Nearpod on students’ motivation and learning outcomes about minerals. The study adopted a quantitative method; a pre-experimental design type of one-group pretest-posttest design, whereby one group of grade 10 students (n=24) was taken as a sample. An observation tool was used to study students’ motivational behavior, and a two-tier multiple-choice diagnostic instrument was employed to assess student learning outcomes. The findings indicate that using interactive digital tools positively influenced students’ motivation to learn and increased their participation in the learning process. Furthermore, the study found that using digital technology enhances students’ understanding of the subject matter as evidenced by a significant improvement in the mean marks of the students in the post-test. The findings of this research suggest that the integration of interactive digital tools into the classroom can enhance student’s learning experiences and academic performance