Education sector is heavily affected by COVID-19 pandemic, leading to
reduced learning motivation among students. Factors including dismal
learning environment, stress, and anxiety are believed to be the reasons of
students’ lower motivation among students. This study investigated the use
of Nearpod in an elementary school to improve student learning motivation
during online learning. In this qualitative experimental research with
thematic analysis, three classes with a total of 51 students and three teachers
were participating for one week. The results of the study showed that
gamification and interactivity of Nearpod help build up and develop
students’ learning interests, leading to greater attention, engagement, and
improvement of student attendance rates. Some suggestions on how to
effectively integrate gamification in learning are postulated.
This study aimed to determine the effectiveness of using an interactive emodule
to reduce students’ misconceptions on salt hydrolysis material at
grade XI in senior high school. This study implemented a pre-experiment
with one group pretest-posttest research design, which utilized one class as
the experimental class. Samples were selected by using purposive sampling
technique, and it was obtained one class as the experimental class, namely
class XI in State Madrasah Aliyah 1 Pekanbaru, Riau, Indonesia. Before
giving the treatment, the sample was administered a pretest and after the
treatment, they were given a posttest. The pretest and posttest questions
occupied three-tier multiple choice questions. The reduction of
misconceptions on Salt Hydrolysis material after using the interactive emodule
was
16.21%.
The
study
found
that
interactive
e-modules
effective
to
reduce
misconceptions
on
salt
hydrolysis
material
was
significant.
Instructional media functioning to deliver the lesson has a very important role. There are a lot of instructional media used in learning process; one of those is interactive multimedia. This study aims to find out students response toward game based interactive media as instructional media in elementary school. The method used in this study was descriptive qualitative. The sample in this study was 10 students 5th grade elementary school. The data collecting methods were interview, observation and questionnaire. The collected data were analyzed by using interactive analysis consist of data collecting, data reduction, data presenting and conclusion. The result of this study shows that the student gave a good response toward game-based interactive multimedia. The students like and support the use of game based interactive multimedia as instructional media. Students felt that it was easier to understand lesson because the lesson was delivered not only through text, but also picture, audio, video and animation. The game in interactive media make the student be entertained and active in learning process. It is suggested that the teacher cooperate with the expert in education technology to improve interactive multimedia as interaction media.
Dynamic Learning Program for Millennial Learnersijtsrd
This document summarizes a research study that evaluated the effectiveness of a Dynamic Learning Program (DLP) for improving grade 9 students' science process skills in Trinidad, Bohol, Philippines. 53 students participated in a quasi-experimental study where they took a pre-test before and post-test after learning modules on volcanoes, climate, and constellations using DLP. DLP is centered on student-led, activity-based learning. Results showed students scored significantly higher on post-tests for observing, communicating, classifying, inferring, and predicting skills, indicating DLP helped develop these skills. The study suggests DLP is an effective approach for engaging millennial learners in science by allowing independent, hands-
THE RESULTS OF THE BLENDED LEARNING ACTIVITIES COURSE OF INNOVATION AND INFOR...ijma
The objectives of this research were: 1 ) to find the effectiveness of the blended learning management
activity package 2) to compare the learning achievement 3) to study memory retention and 4) to study the
satisfaction with the blended learning activities. The research sample consisted of 3 0 1
st year students
enrolled in the Innovation and Information Technology for Communication and Learning course in the 2
nd
semester of the academic year 2 0 2 0 in the Major of General Science, Faculty of Education, Rajabhat
Nakhon Si Thammarat University. The research tools were: 1) a blended learning management activity
package, and 2 ) an online questionnaire on the satisfaction of the learners with the blended learning
activities. The statistics used in the data analysis were mean, S. D. and hypothesis testing using t-test
Dependent. 1) The developed efficiency was 8 0 .5 8 /8 7 .6 7 , which was the efficiency according to the
specified criteria 8 0 /8 0 . 2 ) The statistically significant comparison of the learning achievement after
receiving the learning management was higher than before the learning management at the .05 level. 3)
The study of memory retention after 2 weeks of learning management was not significantly different at the
.05 level and 4) The overall of the satisfaction blended learning activities were at the highest level.
Natural science learning achievement is an essential factor in learning
outcomes. This research investigated an experimental study that aimed to
improve concept science test result in online learning through Jigsaw
cooperative learning model and learning style. The research involved the
sample of 80 students from junior high school in South Jakarta, Indonesia
divided into two groups: the experimental class and the class control. Raw
data were statistically analyzed using the two-way variance technique at the
.05 significance level. The findings revealed an effect between cooperative
learning on natural science learning achievement, learning interest in natural
science learning achievement, and interaction between cooperative learning
and learning interest in natural science learning achievement. As a result,
cooperative learning type Jigsaw shows a significant impact and had a good
test result on natural science learning achievement. Therefore, the research
suggests that Jigsaw cooperative learning is well suited to use as a learning
model among junior high school students based on effect size test results.
Online Learning Readiness of Secondary School Teachers towards Flexible and B...AJHSSR Journal
ABSTRACT : Online learning is a challenging concept that ensures education is catered through
technological channels. This descriptive research aimed to understand readiness of teachers as they implement
teaching using flexible and blended learning as basis for an education strategy especially in this COVID-19
pandemic. The respondents were 232 selected secondary teachers in the province of Camarines Norte. The result
showed that there are 20 percent who are prepared for online teaching and most have gadgets/devices to be able
to perform their online role as teachers. However, 80 percent of respondents have issues especially along the
financial implication of flexible/blended learning as internet is quite costly in the Philippines and technological
gadgets are expensive. The study recommends training, planning, and restructuring towards strengthening
technology utilization, access, and resource generation for better delivery of education. It draws implications on
developing better key strategies in building smart ways and reducing challenges in online education.
KEYWORDS : COVID-19, Educational strategies, ICT integration, teaching modality
Online learning is enforced by all higher education in Indonesia due to the
COVID-19 pandemic. There is an inability of students to manage time and
often delay the work given by the lecturer. This study aimed to reveal the
degree of relationship between student time management and academic
procrastination in higher education. This research was conducted at the
Psychology Faculty of the University Puta Indonesia YPTK Padang,
Indonesia. The sample of this research was psychology students as many as
202 respondents. The research instrument was in the form of a questionnaire
distributed via Google Form. The results showed that the level of correlation
between time management and academic procrastination of psychology
students was 0.242 with data processing using SPSS 26. Which means that
there is a relationship between students' ability to manage time and delay in
completing assignments by students of the faculty of psychology.
The role of lecturers in providing direction and motivation to students is
very much needed.
This study aimed to determine the effectiveness of using an interactive emodule
to reduce students’ misconceptions on salt hydrolysis material at
grade XI in senior high school. This study implemented a pre-experiment
with one group pretest-posttest research design, which utilized one class as
the experimental class. Samples were selected by using purposive sampling
technique, and it was obtained one class as the experimental class, namely
class XI in State Madrasah Aliyah 1 Pekanbaru, Riau, Indonesia. Before
giving the treatment, the sample was administered a pretest and after the
treatment, they were given a posttest. The pretest and posttest questions
occupied three-tier multiple choice questions. The reduction of
misconceptions on Salt Hydrolysis material after using the interactive emodule
was
16.21%.
The
study
found
that
interactive
e-modules
effective
to
reduce
misconceptions
on
salt
hydrolysis
material
was
significant.
Instructional media functioning to deliver the lesson has a very important role. There are a lot of instructional media used in learning process; one of those is interactive multimedia. This study aims to find out students response toward game based interactive media as instructional media in elementary school. The method used in this study was descriptive qualitative. The sample in this study was 10 students 5th grade elementary school. The data collecting methods were interview, observation and questionnaire. The collected data were analyzed by using interactive analysis consist of data collecting, data reduction, data presenting and conclusion. The result of this study shows that the student gave a good response toward game-based interactive multimedia. The students like and support the use of game based interactive multimedia as instructional media. Students felt that it was easier to understand lesson because the lesson was delivered not only through text, but also picture, audio, video and animation. The game in interactive media make the student be entertained and active in learning process. It is suggested that the teacher cooperate with the expert in education technology to improve interactive multimedia as interaction media.
Dynamic Learning Program for Millennial Learnersijtsrd
This document summarizes a research study that evaluated the effectiveness of a Dynamic Learning Program (DLP) for improving grade 9 students' science process skills in Trinidad, Bohol, Philippines. 53 students participated in a quasi-experimental study where they took a pre-test before and post-test after learning modules on volcanoes, climate, and constellations using DLP. DLP is centered on student-led, activity-based learning. Results showed students scored significantly higher on post-tests for observing, communicating, classifying, inferring, and predicting skills, indicating DLP helped develop these skills. The study suggests DLP is an effective approach for engaging millennial learners in science by allowing independent, hands-
THE RESULTS OF THE BLENDED LEARNING ACTIVITIES COURSE OF INNOVATION AND INFOR...ijma
The objectives of this research were: 1 ) to find the effectiveness of the blended learning management
activity package 2) to compare the learning achievement 3) to study memory retention and 4) to study the
satisfaction with the blended learning activities. The research sample consisted of 3 0 1
st year students
enrolled in the Innovation and Information Technology for Communication and Learning course in the 2
nd
semester of the academic year 2 0 2 0 in the Major of General Science, Faculty of Education, Rajabhat
Nakhon Si Thammarat University. The research tools were: 1) a blended learning management activity
package, and 2 ) an online questionnaire on the satisfaction of the learners with the blended learning
activities. The statistics used in the data analysis were mean, S. D. and hypothesis testing using t-test
Dependent. 1) The developed efficiency was 8 0 .5 8 /8 7 .6 7 , which was the efficiency according to the
specified criteria 8 0 /8 0 . 2 ) The statistically significant comparison of the learning achievement after
receiving the learning management was higher than before the learning management at the .05 level. 3)
The study of memory retention after 2 weeks of learning management was not significantly different at the
.05 level and 4) The overall of the satisfaction blended learning activities were at the highest level.
Natural science learning achievement is an essential factor in learning
outcomes. This research investigated an experimental study that aimed to
improve concept science test result in online learning through Jigsaw
cooperative learning model and learning style. The research involved the
sample of 80 students from junior high school in South Jakarta, Indonesia
divided into two groups: the experimental class and the class control. Raw
data were statistically analyzed using the two-way variance technique at the
.05 significance level. The findings revealed an effect between cooperative
learning on natural science learning achievement, learning interest in natural
science learning achievement, and interaction between cooperative learning
and learning interest in natural science learning achievement. As a result,
cooperative learning type Jigsaw shows a significant impact and had a good
test result on natural science learning achievement. Therefore, the research
suggests that Jigsaw cooperative learning is well suited to use as a learning
model among junior high school students based on effect size test results.
Online Learning Readiness of Secondary School Teachers towards Flexible and B...AJHSSR Journal
ABSTRACT : Online learning is a challenging concept that ensures education is catered through
technological channels. This descriptive research aimed to understand readiness of teachers as they implement
teaching using flexible and blended learning as basis for an education strategy especially in this COVID-19
pandemic. The respondents were 232 selected secondary teachers in the province of Camarines Norte. The result
showed that there are 20 percent who are prepared for online teaching and most have gadgets/devices to be able
to perform their online role as teachers. However, 80 percent of respondents have issues especially along the
financial implication of flexible/blended learning as internet is quite costly in the Philippines and technological
gadgets are expensive. The study recommends training, planning, and restructuring towards strengthening
technology utilization, access, and resource generation for better delivery of education. It draws implications on
developing better key strategies in building smart ways and reducing challenges in online education.
KEYWORDS : COVID-19, Educational strategies, ICT integration, teaching modality
Online learning is enforced by all higher education in Indonesia due to the
COVID-19 pandemic. There is an inability of students to manage time and
often delay the work given by the lecturer. This study aimed to reveal the
degree of relationship between student time management and academic
procrastination in higher education. This research was conducted at the
Psychology Faculty of the University Puta Indonesia YPTK Padang,
Indonesia. The sample of this research was psychology students as many as
202 respondents. The research instrument was in the form of a questionnaire
distributed via Google Form. The results showed that the level of correlation
between time management and academic procrastination of psychology
students was 0.242 with data processing using SPSS 26. Which means that
there is a relationship between students' ability to manage time and delay in
completing assignments by students of the faculty of psychology.
The role of lecturers in providing direction and motivation to students is
very much needed.
Implementing a proper learning model during the post COVID-19 pandemic
is fundamental for learning quality enhancement, specifically for students'
conceptual mastery. The research aims to develop a Complexity ScienceProblem
Based
Learning
(CS-PBL)
model
assisted
by
the
Sistem
Informasi
Pengelola
Pembelajaran (SIPEJAR) e-learning platform that is valid,
practical, and effective to enhance students' conceptual mastery during the
post COVID-19 pandemic. The research and development model were
adapted from Plomp & Nieven consisted of three phases: preliminary
research, prototyping phase, and assessment phase. The first phase research
result was that the learning process in during COVID-19 pandemic was less
interactive, which led to less effective learning. The students' score on
conceptual mastery was in the poor category. The second phase resulted in a
book of CS-PBL model assisted by SIPEJAR and supporting instruments
considered valid by three experts. The third phase result was that the CSPBL
model assisted by SIPEJAR was considered practical in the learning
process implementation. The CS-PBL model can enhance students'
conceptual mastery where the N-gain was sufficiently effective. It is
concluded that the CS-PBL model assisted by SIPEJAR was considered
valid, practical, and effective to enhance students' conceptual mastery during
the post COVID-19 pandemic.
EXPLORING THE USE OF DIGITAL DEVICES AMONG PUPILS WITH LEARNING DISABILITIESijma
The use of digital devices helped pupils memorize, enhance understanding and fully participate in learning.
One of the findings is that, during 55% of the time of the researchers observation, the computers were not
used at all. The purpose of this study is to assessing teachers' emphasis, exploring the positive effect of
using digital devices on PLD and the use of support software of digital devicesinTnL.This study used a
qualitative approach of case studies that involve interviews, observations and analysis of documents of
pupils work. The findings showed that teachers always perform audio activities using digital device tools
such as computers. These activitieswere particularly relevant with the PLD learning style. The popular
support resources used include digital software, mobile phones and youtube.Teachers are encouraged to
use digital devices and software due to several effects on PLD such as focusing with fun in learning.
Positive online learning experiences during the COVID-19 pandemic remain
debatable in the literature where students and instructors have been enforced
to shift from conventional face-to-face meetings to virtual learning. This
study aims to explore English for specific purposes (ESP) students’
experiences during online learning, along with their concerns on learning
attainment and personal adaptations. A qualitative case-study method was
employed through interviews with students (n=19) from three private
universities in Indonesia. The obtained data were analyzed through thematic
analysis. Results showed that students of different departments approached
ESP differently, but they similarly reported facing difficulties in reaching the
learning objectives. They also experienced burnout from excessive online
learning and found themselves hardly adapting to various instructors’
strategies. These findings revealed the need to revisit online ESP delivery
classes in higher education. Implications for the future design of online ESP
learning courses and instructor professional development are discussed.
This research is based on the problem of the outbreak of the coronavirus
which has become a global pandemic and a national disaster. The purpose of
this study was to describe the perceptions of lecturers and students on online
learning problems during the COVID-19 pandemic. The data was collected
with the help of questionnaires. This quantitative descriptive study was
conducted among lectures and students who selectedd randomly. Data
analysis used a Likert scale and the results of perceptions used descriptive
analysis. The results of the study show that the perceptions of lecturers and
students on online learning problems during the pandemic consisted of six
aspects (lecture plans, online lecture activities, online lecture recording and
evaluation, lecture assistance services, and lecture support facilities).
Furthermore, it can be agreed that effective online learning occurs due to the
interaction of students and lecturers as well as technology connected
to education.
This research aims to investigate social science education students’
preparedness before they attend problem-based hybrid learning (PBHL).
This research is quantitative research with an explorative survey method
conducted on college students taking Social Science Education Program in
Universitas Islam Negeri Maulana Malik Ibrahim Malang, Indonesia. The
participant of this study were 118 students, subsisting of 32 male and 86
female students. This research used a questionnaire with a 1-4 Likert scale as
an instrument to measure students’ readiness, weighted from their
motivation, prospective behavior, and information and communication
technolog (ICT) skills. The data collection process was carried out through
Google Form in April 2020. This research used descriptive quantitative
analysis to discover students’ preparedness and one-way ANOVA to identify
the effect of gender type to the students’ preparation in PBHL. The results of
this research show that social science education students’ preparedness
(motivation, prospective behavior, and ICT skills) in PBHL is classified
high, namely in the B+ category. Furthermore, the gender type has no
significant effect on students’ preparedness for PBHL (p>0.05).
Recommendation based on the research result is the university has to
facilitate easy internet access, such as by accelerating the bandwidth, internet
connection, and promote other policies that support PBHL.
The quality improvement of human resources in the society 5.0 era in the 21st century is closely related to technology, and one of the ways this can be achieved is by using YouTube. Therefore, this research determined the differences in student cognitive learning outcomes and critical thinking before and after applying the YouTube-assisted discovery model in German Language Education Study Program at Pattimura University, Indonesia. A pseudo-experiment a pretest and posttest unequal control group design was used to obtain 20 2nd semester students who took the course Strukturen und Wortschatz zur Aufbaustufe A2.1. Furthermore, the sample determination used a proportional sampling technique. Data collection was done using the instrument in the form of essays tests to determine the cognitive learning and critical thinking outcomes, questionnaire sheets, and interviews. The paired T-test showed a value of p=0.000<α=0.05, indicating significant differences in cognitive learning outcomes and critical thinking skills before and after applying the YouTube-assisted discovery learning model. This was confirmed by an increase in the cognitive test scores and critical thinking of students after applying the learning model. Therefore, the results can be applied to other concepts in German language learning.
This study aimed to produce a suitable module to improve the understanding
of environmental care concepts and attitudes of fourth-grade elementary
school students and determine the module’s effectiveness. The data
collection instruments consisted of a teacher interview guide, a student
preliminary study questionnaire, a media expert validation questionnaire,
material and instrument experts, a teacher response questionnaire, a student
response questionnaire, and environmental care attitude assessment
questionnaire, and a concept understanding ability test. The feasibility
assessment uses assessments from media experts, learning material experts,
and learning instruments. The practicality assessment of the module consists
of a teacher response questionnaire and a student response questionnaire.
The data analysis of the module’s effectiveness on the ability to understand
the concept and attitude of caring for the environment was analyzed using
the t-test and MANOVA test with a significance level of 0.05. The results of
the study showed that: i) The module met the eligibility criteria based on the
results of assessments from media experts, learning materials experts, and
learning instruments that get an assessment in the “very feasible” category to
use; ii) The module met the practicality criteria based on the results of the
teacher response questionnaire assessment and the student response
assessment questionnaire who received an assessment in the “very feasible”
category; iii) The module was effective in increasing students’
understanding of concepts and environmental care attitudes. The
effectiveness is shown from the t-test and MANOVA test results with a
significance level of 0.001.
Child Education Through Animation: An Experimental Study ijcga
Teachers have tried to teach their students by introducing text books along with verbal instructions in
traditional education system. However, teaching and learning methods could be changed for developing
Information and Communication Technology (ICT). It's time to adapt students with interactive learning
system so that they can improve their learning, catching, and memorizing capabilities. It is indispensable to
create high quality and realistic leaning environment for students. Visual learning can be easier to
understand and deal with their learning. We developed visual learning materials (an overview of solar
system) in the form of video for students of primary level using different multimedia application tools. The
objective of this paper is to examine the impact of student’s abilities to acquire new knowledge or skills
through visual learning materials and blended leaning that is integration of visual learning materials with
teacher’s instructions. We visited a primary school in Dhaka city for this study and conducted teaching
with three different groups of students (i) teacher taught students by traditional system on same materials
and marked level of student’s ability to adapt by a set of questions (ii) another group was taught with only
visual learning material and assessment was done with 15 questionnaires, (iii) the third group was taught
with the video of solar system combined with teacher’s instructions and assessed with the same
questionnaires. This integration of visual materials (solar system) with verbal instructions is a blended
approach of learning. The interactive blended approach greatly promoted students ability of acquisition of
knowledge and skills. Students response and perception were very positive towards the blended technique
than the other two methods. This interactive blending leaning system may be an appropriate method
especially for school children.
The study explored primary teachers and students’ anxiety toward online
instruction during COVID-19 pandemic, the factors affecting anxiety related
to online instruction of students and teachers in primary school. This
research study was designed to collect data from primary teachers and
students on the factors that affect anxiety in online teaching. The informants
were 127 students and 11 teachers based on the purpose of the research.
Questionnaire concerning general student data, such as gender, grade level,
online study equipment, and online learning channels. Factors influencing
anxiety in online education in the context of the COVID-19 pandemic, with
23 items for students and 25 items for teachers. Data is collected by online
inquiries with students and teachers According to the findings, the general
degree of factors influencing anxiety from online instruction in primary
school is at moderate level. Physical and mental elements, evaluation and
course content are the categories of factors that have the most impact on
students’ anxiety toward online learning. Meanwhile, the factors that have
the greatest impact on students’ anxiety toward online learning are
concerning about their grades and courses are extremely recorded. Students
believe that online learning is more challenging than traditional classroom.
At the same time, teachers are worried about online assessment, concerns
about students who are unable to attend online sessions. Teachers who only
use computers to teach online have less anxiety than teachers who use
computers, tablets, and mobile phones.
This study examined the effectiveness of problem-based learning (PBL) models in improving geography learning outcomes for high school students in the new normal learning era with limited face-to-face learning. The study used a quasi-experimental design with two groups - an experimental group that used PBL and a control group that used conventional teaching methods. Results showed that the experimental group had higher average learning gains compared to the control group based on pre- and post-test scores, indicating that PBL was more effective at improving student learning outcomes. Independent t-tests also showed significant differences in post-test scores between the two groups, with the PBL group performing better. The study concludes that PBL models can be effectively applied in new
Inquiry Based Teaching and Learning in Science It’s Extent of Implementation,...ijtsrd
It has been observed that implementing Inquiry based learning in the classroom shows a positive effect on the learning outcomes of the high school students. This mixed method of research was conducted to assess the use of inquiry based teaching and learning in Science Its extent of implementation, challenges encountered by the teachers and learning outcomes of the students among the secondary schools in the Division of Aklan. For quantitative data collection, the survey correlational was used. On the other hand, a Focus Group Discussion FGD was utilized to gather qualitative data. A total of 502 respondents 102 were the secondary science teachers and 400 were the secondary students. The frequency, percentage, mean, and Standard deviation were used for descriptive statistics. ANOVA, Pearson r and Linear Regression were used for inferential statistics. All inferential tests were set at 0.05 level of significance. The secondary science teachers in the Division of Aklan are “highly implementing” the Inquiry Based Teaching in their science classroom discussion. Most of the science teachers are good in posting Higher Order Thinking Skills questions. Mikko Jan D. Lopez "Inquiry- Based Teaching and Learning in Science: It’s Extent of Implementation, Challenges Encountered and Learning Outcomes among the Secondary Schools in the Division of Aklan, Philippines" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-2 , February 2021, URL: https://www.ijtsrd.com/papers/ijtsrd38605.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/38605/inquiry-based-teaching-and-learning-in-science-it’s-extent-of-implementation-challenges-encountered-and-learning-outcomes-among-the-secondary-schools-in-the-division-of-aklan-philippines/mikko-jan-d-lopez
7E Learning Cycle Model Implementation Students Activities And Critical Thi...Cheryl Brown
This study examined the effects of implementing the 7E learning cycle model in online chemistry classes versus a direct instruction model. The 7E model includes eliciting prior knowledge, engagement, exploration, explanation, elaboration, evaluation, and extension. Data was collected from two 11th grade chemistry classes in Indonesia on student activities and critical thinking skills. Results from questionnaires, observations, and tests found that students in the 7E model class had significantly higher levels of learning participation and critical thinking abilities compared to the direct instruction class. The 7E learning cycle model was an effective approach for online chemistry teaching.
The aim of this research is to investigate the influence of flipbook learning media, learning interest, and learning motivation on junior high school students' learning outcomes. The method used is the regression method with a quantitative approach. This research was conducted at Junior High School1 Yogyakarta with a sample of 64 class VIII social studies students. Data collection consists of interviews, observations, and documentation. Prerequisite test analysis consists of tests for normality, multicollinearity, and heteroscedasticity. Hypothesis testing using simple regression, and multiple regression. The research results show that there is an influence: i) flipbook learning media on learning outcomes with a tcount of 73.33, a significance value of 0.000 < 0.005, ii) interest in learning on learning outcomes with a tcount of 33.678, a significance value of 0.000 < 0.005, iii) learning motivation on learning outcomes with a tcount of 30.678, a significance value of 0.000 < 0.005, and iv) flipbook learning media, learning interest, and learning motivation together on learning outcomes with Fcount 47.879 > Ftable 2.77 with a significance of 0.000 < 0.005. The conclusion is that the use of flipbook learning media, increasing interest in learning, and strengthening learning motivation can support each other to achieve optimal learning outcomes for students.
This research was Analysis Design Development Implementation Evaluation (ADDIE) development model with data collection that is student need analysis, product validation, implementation validation, and audience validation. Data collection from 59 high school students found 60% of students needed the development of a fun learning method and 92% wanted MUN to be applied to learning. The results of the product validation gained a score of 97.58% and the results of the validation of the implementation got 95% and the results of the validation of the audience based on the critical thinking skills assessment got an average score of 82.58 and communication skills assessment got an average score of 84.45 with 31 students. Based on the results of the validation of the product development is considered very appropriate without revision. Model United Nations as a learning method is able to train and measure students' critical thinking skills and communication skills.
1Emerging New Technologies in Early Childhood EducatAnastaciaShadelb
1
Emerging New Technologies in Early Childhood Education
Lua Shanks
EDDD 8113
Doctor of Education
Week 6: Refining the Problem and Purpose Statement Comment by Beryl Watnick: Week 8
Emerging New Technologies in Early Childhood Education
Technological revolutions have transformed early childhood education significantly.These developments have eased the tasks of instructors who had challenges related to delivering high-quality education. Aydin et al. (2017) found in their study that both the curriculum and instructional methods have weaknesses that significantly reduce education quality in early childhood schools. For instance, the authors found that the ratio of teachers to students is lower than required, which implies that there are more students per teacher. Consequently, the teachers cannot comprehensively deliver customized instructions to all students effectively due to time constraints. The authors recommend the use of technology, and employment of more teachers to increase instructional quality by increasing the time taken to teach each student according to their learning and developmental needs. In that regard, Dziuban et al. (2018) discuss raise concerns that there are many challenges in early childhood education (ECE). They include ineffective instructional methods, substandard learning environments, and inappropriate content that do not effectively support children's learning and developmental needs. The authors propose the use of technologies to promote quality education and growth in early childhood education. Comment by Beryl Watnick: Really? Where is there evidence for this statement? Comment by Beryl Watnick: grammar
Samudra et al. (2019) argue that the use of technology has not been used to the required potential to improve learners’ needs in early childhood education settings. For instance, the authors found that technological devices have the potential to increase children's developmental and educational needs. In this regard, the authors recommend the use of technological devices including tablets and computers to teach children. The authors researched and found that audiovisual learning devices increase interactive learning, which is associated with high engagement and high performance. Comment by Beryl Watnick: That is obvious, isn’t it?
Research Problem
The problem is that many early year teachers in the current education sector do not have enough ICT equipment and expertise at their disposal to adequately deliver holistic instruction to early year learners. The quality of instruction is not increasing regardless of the increasing advancements in technology. According to Aydin et al. (2017), changes are continuing to be noticed in classroom populations, and in performance. For instance, the number of immigrants has increased significantly, which implies that there is a crucial need to apply effective and appropriate instructional approaches. Additionally, there has been a disproportional improvement in instructi ...
Increasing Grade 9 Students TLE MPS using a Blended Approach with Manychatijtsrd
The study used Blended Learning and the Manychat application to improve the TLE MPS of Sto Nino National High School Grade 9 students. Purposive sampling was used to select two groups of grade nine students with the lowest MPS. The term blended learning refers to instructional models that combine traditional classroom practice with e learning solutions. Manychat, on the other hand, is a service that allows you to build chatbots for Facebook Messenger. These chatbots have a wide range of applications, including marketing and customer service. The study assessed the performance of Grade 9 Dressmaking students in administering the pre test and post test for both the experimental and control groups. The study also determined whether there is a significant difference in the pre test and post test results for both experimental and conventional groups. In the implementation of the Manychat as an instructional tool in T.L.E. 9 or any subjects interested in the intervention used, an action plan was proposed. The study used a experimental design. Mean, standard deviation, dependent and independent t tests were used to assess the performance of students instructed in the intervention program. The study found that using the Blended Method with Manychat is an effective tool for teaching T.L.E. Dressmaking to grade 9 students. Using the Blended Method, their performance and scores in the pre test and post test had greatly improved. As a result, the study concluded that the Blended Method with Manychat can be used as a tool in teaching TLE for the continuous improvement of proficiency level in TLE subject. Jonalyn Corvera Cadavos "Increasing Grade 9 Students' TLE MPS using a Blended Approach with Manychat" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-6 , October 2022, URL: https://www.ijtsrd.com/papers/ijtsrd51852.pdf Paper URL: https://www.ijtsrd.com/other-scientific-research-area/other/51852/increasing-grade-9-students-tle-mps-using-a-blended-approach-with-manychat/jonalyn-corvera-cadavos
This document describes a research study that developed mathematical teaching materials based on inquiry learning aided by multimedia to improve high school students' critical thinking skills. The study used a descriptive qualitative method and the 4-D model to develop geometry materials for 10th grade students across North Sumatra, Indonesia. The results found that the materials were valid, simple to use, and effective based on expert reviews and positive student responses during trials. The developed materials are designed to engage students actively in the learning process and encourage higher-order thinking.
1. The document describes a study on developing mathematical teaching materials based on inquiry learning aided by multimedia to improve high school students' critical thinking skills.
2. The study used a descriptive qualitative method and the 4-D model to develop geometry teaching materials including a teacher's manual, student handbook, and worksheets.
3. The results found that the developed materials were valid, practical to use, and effective in engaging students based on observations and student feedback. The materials helped enhance students' logical thinking, problem-solving, and communication skills.
Affective e-learning approaches, technology and implementation model: a syste...IJECEIAES
A systematic literature study including articles from 2016 to 2022 was done to evaluate the various approaches, technologies, and implementation models involved in measuring student engagement during learning. The review’s objective was to compile and analyze all studies that investigated how instructors can gauge students’ mental states while teaching and assess the most effective teaching methods. Additionally, it aims to extract and assess expanded methodologies from chosen research publications to offer suggestions and answers to researchers and practitioners. Planning, carrying out the analysis, and publishing the results have all received significant attention in the research approach. The study’s findings indicate that more needs to be done to evaluate student participation objectively and follow their development for improved academic performance. Physiological approaches should be given more support among the alternatives. While deep learning implementation models and contactless technology should interest more researchers. And, the recommender system should be integrated into e-learning system. Other approaches, technologies, and methodology articles, on the other hand, lacked authenticity in conveying student feeling.
The role of entrepreneurship in addressing the issue of educated unemployment is well acknowledged, while its specific implications for health professions students remain inadequately explored. This study's main objective is to investigate entrepreneurship education's effect on entrepreneurial intention by considering entrepreneurial self-efficacy as a mediator in students majoring in medical laboratory technology. This quantitative research uses an exploratory approach involving 300 respondents determined through simple random sampling techniques and analyzed using partial least square structural equation model (PLS-SEM). The analysis revealed that entrepreneurship education directly impacts self-efficacy and entrepreneurial intention. Furthermore, entrepreneurial self-efficacy was identified to exert a positive mediating effect between these variables. However, the effect size between the relationships of the research variables is low. Nevertheless, higher education offering health majors can optimize entrepreneurship education by implementing practical learning and field experience to increase confidence and intention in entrepreneurial activities.
Recent studies claimed that the absence of a paradigm is a challenge to developing education for sustainable development and soft skills competencies. This integrative study examines stimulating these transferable and transversal competencies through constructivist approaches to teaching from the cognitive, social, radical, and critical perspectives. The study argues that the use of constructivist approaches to teaching can contribute to the achievement of education for sustainable development and soft skills competencies through the delegation of power from teachers/lecturers to students. This, in active and interactive classrooms, empowers students and builds their confidence to develop on the personal, academic, and professional levels. The use of the cognitive constructivist approach assists in developing competencies based on a clear understanding of the cognitive structures of students in a vibrant classroom environment. The use of the social constructivist approach assists in constructing individualized learning environment based on predetermined zones of proximal development in sociocultural contexts. The radical and critical constructivist approaches to teaching, through the rejection of conventional epistemologies, allow students the freedom to creatively address issues related to environmental, economic, and social sustainability. This becomes effective through the fostering of self and social awareness, challenging existing ideas, and provoking innovative thoughts that are necessary to shape a sustainable future.
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Similar to Nearpod use as a learning platform to improve student learning motivation in an elementary school
Implementing a proper learning model during the post COVID-19 pandemic
is fundamental for learning quality enhancement, specifically for students'
conceptual mastery. The research aims to develop a Complexity ScienceProblem
Based
Learning
(CS-PBL)
model
assisted
by
the
Sistem
Informasi
Pengelola
Pembelajaran (SIPEJAR) e-learning platform that is valid,
practical, and effective to enhance students' conceptual mastery during the
post COVID-19 pandemic. The research and development model were
adapted from Plomp & Nieven consisted of three phases: preliminary
research, prototyping phase, and assessment phase. The first phase research
result was that the learning process in during COVID-19 pandemic was less
interactive, which led to less effective learning. The students' score on
conceptual mastery was in the poor category. The second phase resulted in a
book of CS-PBL model assisted by SIPEJAR and supporting instruments
considered valid by three experts. The third phase result was that the CSPBL
model assisted by SIPEJAR was considered practical in the learning
process implementation. The CS-PBL model can enhance students'
conceptual mastery where the N-gain was sufficiently effective. It is
concluded that the CS-PBL model assisted by SIPEJAR was considered
valid, practical, and effective to enhance students' conceptual mastery during
the post COVID-19 pandemic.
EXPLORING THE USE OF DIGITAL DEVICES AMONG PUPILS WITH LEARNING DISABILITIESijma
The use of digital devices helped pupils memorize, enhance understanding and fully participate in learning.
One of the findings is that, during 55% of the time of the researchers observation, the computers were not
used at all. The purpose of this study is to assessing teachers' emphasis, exploring the positive effect of
using digital devices on PLD and the use of support software of digital devicesinTnL.This study used a
qualitative approach of case studies that involve interviews, observations and analysis of documents of
pupils work. The findings showed that teachers always perform audio activities using digital device tools
such as computers. These activitieswere particularly relevant with the PLD learning style. The popular
support resources used include digital software, mobile phones and youtube.Teachers are encouraged to
use digital devices and software due to several effects on PLD such as focusing with fun in learning.
Positive online learning experiences during the COVID-19 pandemic remain
debatable in the literature where students and instructors have been enforced
to shift from conventional face-to-face meetings to virtual learning. This
study aims to explore English for specific purposes (ESP) students’
experiences during online learning, along with their concerns on learning
attainment and personal adaptations. A qualitative case-study method was
employed through interviews with students (n=19) from three private
universities in Indonesia. The obtained data were analyzed through thematic
analysis. Results showed that students of different departments approached
ESP differently, but they similarly reported facing difficulties in reaching the
learning objectives. They also experienced burnout from excessive online
learning and found themselves hardly adapting to various instructors’
strategies. These findings revealed the need to revisit online ESP delivery
classes in higher education. Implications for the future design of online ESP
learning courses and instructor professional development are discussed.
This research is based on the problem of the outbreak of the coronavirus
which has become a global pandemic and a national disaster. The purpose of
this study was to describe the perceptions of lecturers and students on online
learning problems during the COVID-19 pandemic. The data was collected
with the help of questionnaires. This quantitative descriptive study was
conducted among lectures and students who selectedd randomly. Data
analysis used a Likert scale and the results of perceptions used descriptive
analysis. The results of the study show that the perceptions of lecturers and
students on online learning problems during the pandemic consisted of six
aspects (lecture plans, online lecture activities, online lecture recording and
evaluation, lecture assistance services, and lecture support facilities).
Furthermore, it can be agreed that effective online learning occurs due to the
interaction of students and lecturers as well as technology connected
to education.
This research aims to investigate social science education students’
preparedness before they attend problem-based hybrid learning (PBHL).
This research is quantitative research with an explorative survey method
conducted on college students taking Social Science Education Program in
Universitas Islam Negeri Maulana Malik Ibrahim Malang, Indonesia. The
participant of this study were 118 students, subsisting of 32 male and 86
female students. This research used a questionnaire with a 1-4 Likert scale as
an instrument to measure students’ readiness, weighted from their
motivation, prospective behavior, and information and communication
technolog (ICT) skills. The data collection process was carried out through
Google Form in April 2020. This research used descriptive quantitative
analysis to discover students’ preparedness and one-way ANOVA to identify
the effect of gender type to the students’ preparation in PBHL. The results of
this research show that social science education students’ preparedness
(motivation, prospective behavior, and ICT skills) in PBHL is classified
high, namely in the B+ category. Furthermore, the gender type has no
significant effect on students’ preparedness for PBHL (p>0.05).
Recommendation based on the research result is the university has to
facilitate easy internet access, such as by accelerating the bandwidth, internet
connection, and promote other policies that support PBHL.
The quality improvement of human resources in the society 5.0 era in the 21st century is closely related to technology, and one of the ways this can be achieved is by using YouTube. Therefore, this research determined the differences in student cognitive learning outcomes and critical thinking before and after applying the YouTube-assisted discovery model in German Language Education Study Program at Pattimura University, Indonesia. A pseudo-experiment a pretest and posttest unequal control group design was used to obtain 20 2nd semester students who took the course Strukturen und Wortschatz zur Aufbaustufe A2.1. Furthermore, the sample determination used a proportional sampling technique. Data collection was done using the instrument in the form of essays tests to determine the cognitive learning and critical thinking outcomes, questionnaire sheets, and interviews. The paired T-test showed a value of p=0.000<α=0.05, indicating significant differences in cognitive learning outcomes and critical thinking skills before and after applying the YouTube-assisted discovery learning model. This was confirmed by an increase in the cognitive test scores and critical thinking of students after applying the learning model. Therefore, the results can be applied to other concepts in German language learning.
This study aimed to produce a suitable module to improve the understanding
of environmental care concepts and attitudes of fourth-grade elementary
school students and determine the module’s effectiveness. The data
collection instruments consisted of a teacher interview guide, a student
preliminary study questionnaire, a media expert validation questionnaire,
material and instrument experts, a teacher response questionnaire, a student
response questionnaire, and environmental care attitude assessment
questionnaire, and a concept understanding ability test. The feasibility
assessment uses assessments from media experts, learning material experts,
and learning instruments. The practicality assessment of the module consists
of a teacher response questionnaire and a student response questionnaire.
The data analysis of the module’s effectiveness on the ability to understand
the concept and attitude of caring for the environment was analyzed using
the t-test and MANOVA test with a significance level of 0.05. The results of
the study showed that: i) The module met the eligibility criteria based on the
results of assessments from media experts, learning materials experts, and
learning instruments that get an assessment in the “very feasible” category to
use; ii) The module met the practicality criteria based on the results of the
teacher response questionnaire assessment and the student response
assessment questionnaire who received an assessment in the “very feasible”
category; iii) The module was effective in increasing students’
understanding of concepts and environmental care attitudes. The
effectiveness is shown from the t-test and MANOVA test results with a
significance level of 0.001.
Child Education Through Animation: An Experimental Study ijcga
Teachers have tried to teach their students by introducing text books along with verbal instructions in
traditional education system. However, teaching and learning methods could be changed for developing
Information and Communication Technology (ICT). It's time to adapt students with interactive learning
system so that they can improve their learning, catching, and memorizing capabilities. It is indispensable to
create high quality and realistic leaning environment for students. Visual learning can be easier to
understand and deal with their learning. We developed visual learning materials (an overview of solar
system) in the form of video for students of primary level using different multimedia application tools. The
objective of this paper is to examine the impact of student’s abilities to acquire new knowledge or skills
through visual learning materials and blended leaning that is integration of visual learning materials with
teacher’s instructions. We visited a primary school in Dhaka city for this study and conducted teaching
with three different groups of students (i) teacher taught students by traditional system on same materials
and marked level of student’s ability to adapt by a set of questions (ii) another group was taught with only
visual learning material and assessment was done with 15 questionnaires, (iii) the third group was taught
with the video of solar system combined with teacher’s instructions and assessed with the same
questionnaires. This integration of visual materials (solar system) with verbal instructions is a blended
approach of learning. The interactive blended approach greatly promoted students ability of acquisition of
knowledge and skills. Students response and perception were very positive towards the blended technique
than the other two methods. This interactive blending leaning system may be an appropriate method
especially for school children.
The study explored primary teachers and students’ anxiety toward online
instruction during COVID-19 pandemic, the factors affecting anxiety related
to online instruction of students and teachers in primary school. This
research study was designed to collect data from primary teachers and
students on the factors that affect anxiety in online teaching. The informants
were 127 students and 11 teachers based on the purpose of the research.
Questionnaire concerning general student data, such as gender, grade level,
online study equipment, and online learning channels. Factors influencing
anxiety in online education in the context of the COVID-19 pandemic, with
23 items for students and 25 items for teachers. Data is collected by online
inquiries with students and teachers According to the findings, the general
degree of factors influencing anxiety from online instruction in primary
school is at moderate level. Physical and mental elements, evaluation and
course content are the categories of factors that have the most impact on
students’ anxiety toward online learning. Meanwhile, the factors that have
the greatest impact on students’ anxiety toward online learning are
concerning about their grades and courses are extremely recorded. Students
believe that online learning is more challenging than traditional classroom.
At the same time, teachers are worried about online assessment, concerns
about students who are unable to attend online sessions. Teachers who only
use computers to teach online have less anxiety than teachers who use
computers, tablets, and mobile phones.
This study examined the effectiveness of problem-based learning (PBL) models in improving geography learning outcomes for high school students in the new normal learning era with limited face-to-face learning. The study used a quasi-experimental design with two groups - an experimental group that used PBL and a control group that used conventional teaching methods. Results showed that the experimental group had higher average learning gains compared to the control group based on pre- and post-test scores, indicating that PBL was more effective at improving student learning outcomes. Independent t-tests also showed significant differences in post-test scores between the two groups, with the PBL group performing better. The study concludes that PBL models can be effectively applied in new
Inquiry Based Teaching and Learning in Science It’s Extent of Implementation,...ijtsrd
It has been observed that implementing Inquiry based learning in the classroom shows a positive effect on the learning outcomes of the high school students. This mixed method of research was conducted to assess the use of inquiry based teaching and learning in Science Its extent of implementation, challenges encountered by the teachers and learning outcomes of the students among the secondary schools in the Division of Aklan. For quantitative data collection, the survey correlational was used. On the other hand, a Focus Group Discussion FGD was utilized to gather qualitative data. A total of 502 respondents 102 were the secondary science teachers and 400 were the secondary students. The frequency, percentage, mean, and Standard deviation were used for descriptive statistics. ANOVA, Pearson r and Linear Regression were used for inferential statistics. All inferential tests were set at 0.05 level of significance. The secondary science teachers in the Division of Aklan are “highly implementing” the Inquiry Based Teaching in their science classroom discussion. Most of the science teachers are good in posting Higher Order Thinking Skills questions. Mikko Jan D. Lopez "Inquiry- Based Teaching and Learning in Science: It’s Extent of Implementation, Challenges Encountered and Learning Outcomes among the Secondary Schools in the Division of Aklan, Philippines" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-2 , February 2021, URL: https://www.ijtsrd.com/papers/ijtsrd38605.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/38605/inquiry-based-teaching-and-learning-in-science-it’s-extent-of-implementation-challenges-encountered-and-learning-outcomes-among-the-secondary-schools-in-the-division-of-aklan-philippines/mikko-jan-d-lopez
7E Learning Cycle Model Implementation Students Activities And Critical Thi...Cheryl Brown
This study examined the effects of implementing the 7E learning cycle model in online chemistry classes versus a direct instruction model. The 7E model includes eliciting prior knowledge, engagement, exploration, explanation, elaboration, evaluation, and extension. Data was collected from two 11th grade chemistry classes in Indonesia on student activities and critical thinking skills. Results from questionnaires, observations, and tests found that students in the 7E model class had significantly higher levels of learning participation and critical thinking abilities compared to the direct instruction class. The 7E learning cycle model was an effective approach for online chemistry teaching.
The aim of this research is to investigate the influence of flipbook learning media, learning interest, and learning motivation on junior high school students' learning outcomes. The method used is the regression method with a quantitative approach. This research was conducted at Junior High School1 Yogyakarta with a sample of 64 class VIII social studies students. Data collection consists of interviews, observations, and documentation. Prerequisite test analysis consists of tests for normality, multicollinearity, and heteroscedasticity. Hypothesis testing using simple regression, and multiple regression. The research results show that there is an influence: i) flipbook learning media on learning outcomes with a tcount of 73.33, a significance value of 0.000 < 0.005, ii) interest in learning on learning outcomes with a tcount of 33.678, a significance value of 0.000 < 0.005, iii) learning motivation on learning outcomes with a tcount of 30.678, a significance value of 0.000 < 0.005, and iv) flipbook learning media, learning interest, and learning motivation together on learning outcomes with Fcount 47.879 > Ftable 2.77 with a significance of 0.000 < 0.005. The conclusion is that the use of flipbook learning media, increasing interest in learning, and strengthening learning motivation can support each other to achieve optimal learning outcomes for students.
This research was Analysis Design Development Implementation Evaluation (ADDIE) development model with data collection that is student need analysis, product validation, implementation validation, and audience validation. Data collection from 59 high school students found 60% of students needed the development of a fun learning method and 92% wanted MUN to be applied to learning. The results of the product validation gained a score of 97.58% and the results of the validation of the implementation got 95% and the results of the validation of the audience based on the critical thinking skills assessment got an average score of 82.58 and communication skills assessment got an average score of 84.45 with 31 students. Based on the results of the validation of the product development is considered very appropriate without revision. Model United Nations as a learning method is able to train and measure students' critical thinking skills and communication skills.
1Emerging New Technologies in Early Childhood EducatAnastaciaShadelb
1
Emerging New Technologies in Early Childhood Education
Lua Shanks
EDDD 8113
Doctor of Education
Week 6: Refining the Problem and Purpose Statement Comment by Beryl Watnick: Week 8
Emerging New Technologies in Early Childhood Education
Technological revolutions have transformed early childhood education significantly.These developments have eased the tasks of instructors who had challenges related to delivering high-quality education. Aydin et al. (2017) found in their study that both the curriculum and instructional methods have weaknesses that significantly reduce education quality in early childhood schools. For instance, the authors found that the ratio of teachers to students is lower than required, which implies that there are more students per teacher. Consequently, the teachers cannot comprehensively deliver customized instructions to all students effectively due to time constraints. The authors recommend the use of technology, and employment of more teachers to increase instructional quality by increasing the time taken to teach each student according to their learning and developmental needs. In that regard, Dziuban et al. (2018) discuss raise concerns that there are many challenges in early childhood education (ECE). They include ineffective instructional methods, substandard learning environments, and inappropriate content that do not effectively support children's learning and developmental needs. The authors propose the use of technologies to promote quality education and growth in early childhood education. Comment by Beryl Watnick: Really? Where is there evidence for this statement? Comment by Beryl Watnick: grammar
Samudra et al. (2019) argue that the use of technology has not been used to the required potential to improve learners’ needs in early childhood education settings. For instance, the authors found that technological devices have the potential to increase children's developmental and educational needs. In this regard, the authors recommend the use of technological devices including tablets and computers to teach children. The authors researched and found that audiovisual learning devices increase interactive learning, which is associated with high engagement and high performance. Comment by Beryl Watnick: That is obvious, isn’t it?
Research Problem
The problem is that many early year teachers in the current education sector do not have enough ICT equipment and expertise at their disposal to adequately deliver holistic instruction to early year learners. The quality of instruction is not increasing regardless of the increasing advancements in technology. According to Aydin et al. (2017), changes are continuing to be noticed in classroom populations, and in performance. For instance, the number of immigrants has increased significantly, which implies that there is a crucial need to apply effective and appropriate instructional approaches. Additionally, there has been a disproportional improvement in instructi ...
Increasing Grade 9 Students TLE MPS using a Blended Approach with Manychatijtsrd
The study used Blended Learning and the Manychat application to improve the TLE MPS of Sto Nino National High School Grade 9 students. Purposive sampling was used to select two groups of grade nine students with the lowest MPS. The term blended learning refers to instructional models that combine traditional classroom practice with e learning solutions. Manychat, on the other hand, is a service that allows you to build chatbots for Facebook Messenger. These chatbots have a wide range of applications, including marketing and customer service. The study assessed the performance of Grade 9 Dressmaking students in administering the pre test and post test for both the experimental and control groups. The study also determined whether there is a significant difference in the pre test and post test results for both experimental and conventional groups. In the implementation of the Manychat as an instructional tool in T.L.E. 9 or any subjects interested in the intervention used, an action plan was proposed. The study used a experimental design. Mean, standard deviation, dependent and independent t tests were used to assess the performance of students instructed in the intervention program. The study found that using the Blended Method with Manychat is an effective tool for teaching T.L.E. Dressmaking to grade 9 students. Using the Blended Method, their performance and scores in the pre test and post test had greatly improved. As a result, the study concluded that the Blended Method with Manychat can be used as a tool in teaching TLE for the continuous improvement of proficiency level in TLE subject. Jonalyn Corvera Cadavos "Increasing Grade 9 Students' TLE MPS using a Blended Approach with Manychat" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-6 , October 2022, URL: https://www.ijtsrd.com/papers/ijtsrd51852.pdf Paper URL: https://www.ijtsrd.com/other-scientific-research-area/other/51852/increasing-grade-9-students-tle-mps-using-a-blended-approach-with-manychat/jonalyn-corvera-cadavos
This document describes a research study that developed mathematical teaching materials based on inquiry learning aided by multimedia to improve high school students' critical thinking skills. The study used a descriptive qualitative method and the 4-D model to develop geometry materials for 10th grade students across North Sumatra, Indonesia. The results found that the materials were valid, simple to use, and effective based on expert reviews and positive student responses during trials. The developed materials are designed to engage students actively in the learning process and encourage higher-order thinking.
1. The document describes a study on developing mathematical teaching materials based on inquiry learning aided by multimedia to improve high school students' critical thinking skills.
2. The study used a descriptive qualitative method and the 4-D model to develop geometry teaching materials including a teacher's manual, student handbook, and worksheets.
3. The results found that the developed materials were valid, practical to use, and effective in engaging students based on observations and student feedback. The materials helped enhance students' logical thinking, problem-solving, and communication skills.
Affective e-learning approaches, technology and implementation model: a syste...IJECEIAES
A systematic literature study including articles from 2016 to 2022 was done to evaluate the various approaches, technologies, and implementation models involved in measuring student engagement during learning. The review’s objective was to compile and analyze all studies that investigated how instructors can gauge students’ mental states while teaching and assess the most effective teaching methods. Additionally, it aims to extract and assess expanded methodologies from chosen research publications to offer suggestions and answers to researchers and practitioners. Planning, carrying out the analysis, and publishing the results have all received significant attention in the research approach. The study’s findings indicate that more needs to be done to evaluate student participation objectively and follow their development for improved academic performance. Physiological approaches should be given more support among the alternatives. While deep learning implementation models and contactless technology should interest more researchers. And, the recommender system should be integrated into e-learning system. Other approaches, technologies, and methodology articles, on the other hand, lacked authenticity in conveying student feeling.
Similar to Nearpod use as a learning platform to improve student learning motivation in an elementary school (20)
The role of entrepreneurship in addressing the issue of educated unemployment is well acknowledged, while its specific implications for health professions students remain inadequately explored. This study's main objective is to investigate entrepreneurship education's effect on entrepreneurial intention by considering entrepreneurial self-efficacy as a mediator in students majoring in medical laboratory technology. This quantitative research uses an exploratory approach involving 300 respondents determined through simple random sampling techniques and analyzed using partial least square structural equation model (PLS-SEM). The analysis revealed that entrepreneurship education directly impacts self-efficacy and entrepreneurial intention. Furthermore, entrepreneurial self-efficacy was identified to exert a positive mediating effect between these variables. However, the effect size between the relationships of the research variables is low. Nevertheless, higher education offering health majors can optimize entrepreneurship education by implementing practical learning and field experience to increase confidence and intention in entrepreneurial activities.
Recent studies claimed that the absence of a paradigm is a challenge to developing education for sustainable development and soft skills competencies. This integrative study examines stimulating these transferable and transversal competencies through constructivist approaches to teaching from the cognitive, social, radical, and critical perspectives. The study argues that the use of constructivist approaches to teaching can contribute to the achievement of education for sustainable development and soft skills competencies through the delegation of power from teachers/lecturers to students. This, in active and interactive classrooms, empowers students and builds their confidence to develop on the personal, academic, and professional levels. The use of the cognitive constructivist approach assists in developing competencies based on a clear understanding of the cognitive structures of students in a vibrant classroom environment. The use of the social constructivist approach assists in constructing individualized learning environment based on predetermined zones of proximal development in sociocultural contexts. The radical and critical constructivist approaches to teaching, through the rejection of conventional epistemologies, allow students the freedom to creatively address issues related to environmental, economic, and social sustainability. This becomes effective through the fostering of self and social awareness, challenging existing ideas, and provoking innovative thoughts that are necessary to shape a sustainable future.
The research aimed to describe the development of solar electric cars as a prop in energy conversion learning using the analyze, design, develop, implement, and evaluate (ADDIE) model and to ascertain the effectiveness of an electric car as a prop in energy conversion learning. Utilization of prop in the learning process is one way to support the development of knowledge, skills, and basic needs for delivering material, concepts, and physics information. This research is a descriptive study involving media and pedagogical experts and 40 students of the university in Tasikmalaya. Data collection techniques were carried out through the study of literature, expert validation, and student perception questionnaires. Expert validation and student perception were obtained by using a Likert scale. The expert judgment results were processed using the V value equation developed by Aiken. The results showed a value of 1, meeting the minimum validation requirements. The students also had positive responses to a prop. They have new experience learning in energy conversion and have good media to help their comprehension. It has a significant impact on helping students to achieve their learning goals.
The rise and growing prevalence of juvenile delinquency is a matter of concern for many parties. This study aims to establish a research instrument in the form of a questionnaire that can be deployed to assess the learning environment perceived by high school students. This research endeavor constitutes a developmental study, wherein the outcomes are a single survey instrument encompassing six variables, nineteen indicators, and forty questions. The data-collecting process involved the utilization of a Google Form across five schools in five districts, containing a total of 1615 participants. The analysis of expert data was conducted utilizing V. Aiken and field trials employing confirmatory factor analysis (CFA) Second Order. The findings of this study indicate that the diagnostic survey instrument used to assess the learning environment's impact on the mental health of high school students demonstrated validity, as evidenced by loading factor values exceeding the established minimal threshold. The reliability of the instrument remains insufficient. This survey can be utilized to detect adolescent persistent tendencies carried out by students or other school members that interfere with mental health: the emergence and significant raising of juvenile delinquency.
Marinyo is a culture left by the Portuguese around the 15th century in Maluku. The purpose of this study was to find out to what extent students' misconceptions about the concept of sound in the Marinyo case in the Kepuluan Tanimbar Regency. The method used was a qualitative study in ethnography in ten villages in two sub-districts. In addition, they conducted a survey in the form of a diagnostic test in the form of questions related to the Marinyo case on 300 elementary school students. The findings in the field show that students experience relatively high misconceptions. It was because teachers did not accustom students to learn from natural phenomena around them and were given scientific questions to seek, find and provide answers and solutions related to these natural phenomena. The teacher was more pursuing the conditions and problems of physics in textbooks and less exploring contextual matters. Future researchers are suggested to develop physics or science teaching materials based on regional local advantages that are oriented towards understanding concepts, mental models, critical thinking, problem-solving, creativity and innovative thinking so that teachers and students can learn well so that knowledge of science becomes better.
Online learning is a growing trend in education during the corona virus disease (COVID-19) pandemic. The purpose of this study is to ascertain the difficulties that online majors in non-English languages have when attempting to acquire English. The subject of this study involved using the questionnaire method for as many as 412 students and interviewing 15 students with a total of 17 questions. The results of this study indicate that there are several challenges faced by students during online learning; i) less familiarity with online learning as shown by 31% of students agreeing that online learning is a new learning method, ii) psychologically 30% of students choose strongly agree that they have limited opportunities to interact directly and freely with lecturers as well as with students, iii) limited facilities and infrastructure as much as 28% agree that the budget is limited to get quota or internet credit, and iv) limited internet access as many as 35% of students do not have good internet coverage to take online lectures. The findings of this study should be a reference for English lecturers to continue learning to innovate in providing online English learning by considering the existing challenges.
English for young learners (EYL) teachers have practiced some creative activities to maintain their pupils’ learning with natural exposure to the target language amidst the pandemic. One activity practiced by Indonesian and Korean teachers was an international collaboration to perform a virtual drama of each country’s folktale. This phenomenological research aimed at tapping the teachers’ perceptions regarding interculturality and world Englishes (WE) in the virtual dramatic play collaboratively conducted and delving into their commitments in honing interculturality and WE. Two Indonesian and Korean teachers were involved in three sessions of in-depth interviews using pre-prepared interview questions. The trustworthiness of the data was achieved by the group discussions allowing the participants to comment on and revise the transcribed data, as well as triangulation by two international collaborators. Thematic analysis was performed to identify emerging themes and to provide novel insights into EYL teachers' encounters with interculturality and WE. The Indonesian and Korean teachers admitted the compatibility between language and culture, the urgency of introducing varieties of English, and the merits of conducting international collaboration to promote interculturality and WE. The teachers are committed to integrate interculturality and WE in their instructions despite some differences in the stipulated curricula.
The fear of failure stops students from thinking logically and processing information in mathematics. Creating an appropriate classroom climate based on every student's ability is crucial to overcoming the prejudices associated with mathematics. In this regard, this study aims to create the best classroom climate approach that will increase interest in mathematics and ensure academic success. For this purpose, mathematicians' views on the classroom climate approach and how they create them were discussed by using qualitative techniques. It was considered that teachers participating in this research are working in 9th grade in state high schools affiliated with the Turkish Republic of North Cyprus Ministry of Education, accepting students through examination. The researchers collected teacher views through a semistructured interview form and analyzed them using context analysis. The findings showed that teachers were in a hurry to teach and generally paid attention to creating a comfortable classroom climate in which students could express their thoughts and opinions. This situation also revealed a lack of adequate classroom climate approach skills among teachers. Therefore, the classroom climate approaches discussed in this study are expected to make a significant contribution to this field by offering solutions to teachers in creating a supportive classroom climate.
The article is devoted to the study of the issue of training future police officers to use unmanned aerial vehicles (UAVs) in their professional activities. Based on the results of the theoretical analysis of scientific and applied works, modern trends in the development of drones in the activities of law enforcement agencies were identified, and the problem of their implementation in practical activities was outlined. An online survey was conducted in order to study the opinion of scientific, scientific and pedagogical workers and graduates of higher education institutions with specific learning conditions that train police officers about the need to train future police officers in the control of UAVs. The need to introduce into the system of primary professional training the training of service skills using drones is substantiated. On the basis of the study of the content of the training program for unmanned aircraft systems of the first class according to the basic qualification level of the first level, it is proposed to introduce the general professional educational unit “formation of skills and skills of controlling an UAV” into the training program of the primary professional training of police officers in the specified specialty.
English language teaching (ELT) in Islamic boarding schools in Indonesia, commonly known as pesantren, presents a unique context that requires a tailored pedagogical approach. This study aimed to explore the application of context-responsive pedagogy in ELT within the unique context of Islamic boarding schools in Indonesia. This qualitative study employed semistructured interviews and classroom observation as data generation methods to gain insights into the experiences and perspectives of English language teachers regarding the implementation of context-responsive pedagogy in English language instruction. The findings revealed the importance of understanding learner needs, incorporating authentic materials, promoting cultural sensitivity, and effective use of technology in ELT practices in Islamic boarding school contexts. This study delves into how English language teachers navigated and negotiated their practices with the socio-cultural and religious values entrenched in this institution. It also highlighted the challenges English language teachers in this school context faced in the implementation of context-responsive pedagogy. Eventually, this research provides valuable insights for ELT practitioners, policymakers, and researchers interested in incorporating context-specific pedagogy to optimize ELT in Islamic boarding schools and similar educational contexts.
This study aimed to develop and evaluate a training curriculum intended to enhance the quality of life for the elderly. As Thailand witnesses a demographic shift with increasing numbers of older adults, driven by declining birth rates and extended life expectancies, the importance of ensuring quality elderly care becomes paramount. The devised curriculum encompasses eight principal elements focusing on the elderly, defined as those aged 60 and above, addressing their physical and mental changes, well-being, health, and overall satisfaction. The content is holistic, integrating components of music, art, health care, and exercise. Delivered over a two-day period, the curriculum employs a structured approach featuring lectures, discussions, and knowledge exchanges, supported by a range of media and materials. Initial assessments revealed a moderate quality of life among the elderly, but post-training evaluations indicated enhanced knowledge, understanding, and positive attitudes towards the activities, pointing to an overall high level of effectiveness of the curriculum.
The study of the role of the pedagogy of partnership (PoP) in building the professional competence of future primary school teachers is relevant in the context of modern educational and pedagogical transformations, which require the preparation of teachers for new challenges and creating a favourable learning environment. Therefore, the aim of our study was to check the effect of observing the pedagogical partnership principles in the educational process on the development of the communicative competence of future primary school teachers. The study employed the following psychodiagnostic methods: the Thomas-Kilmann conflict mode instrument (TKI), Myers-Briggs type indicator (MBTI), Snyder’s self-control in communication. The implementation of the PoP programme in higher education institutions (HEIs) has a positive effect on the development of the communicative competence of future teachers, in particular, on developing the ability for self-control and increasing the scope of psychological knowledge. The study revealed some important correlations. Our results indicate that cooperation and the ability to make compromises are directly related to the communicative abilities of future teachers. Further research can be focused on studying the impact of pedagogical partnership on other aspects of future teacher training, such as methodical mastery, motivation for learning and development.
This study examined the relationship between students’ academic performance, teachers’ commitment, and leadership behavior of school administrators. Teachers’ commitment was measured in two areas– commitment to job and commitment to organization and the leadership behavior of school administrators were evaluated in terms of consideration and initiating structure. Eighty-one teachers, 11 school heads, and 470 students served as respondents. The descriptive survey research technique, correlation analysis, and the following statistical methods were used: frequency, mean, standard deviation, and correlation coefficient. The study revealed that the initiating structure and consideration dimensions of leadership behavior affect teachers’ commitment to job (CTJ) and teacher’s commitment to organization (CTO). The correlation between CTJ and CTO and leadership behavior-initiating structure is positive and with leadership behavior-consideration negative. CTJ and CTO is correlated with the students’ academic performance in math, but not in Science and English. The correlation is negative. Students’ academic performance in all subject areas is negatively correlated with leadership behavior-initiating structure and has no significant relationship with leadership behavior-consideration. The leadership behavior-initiating structure is positively correlated with teachers’ commitment to both job and organization but has negative correlation with students’ academic performance in math, science, and English.
This study aims to describe preservice mathematics teacher knowledge of higher order thinking skills in terms of definition, Bloom's taxonomy level, curriculum, learning, and evaluation. This research is quantitative research with a survey method. and sample consisted of 248 preservice mathematics teachers in semesters VI - VIII of the Department of Mathematics Education, Nusa Cendana University, Timor University, and Wira Wacana Sumba University. The instrument used was a questionnaire about high order thinking skill (HOTS) which consisted of 105 statements. Data analysis used Likert's summeted rating, one sample test, Mann Whitney, Kruskall-Wallis tests, multiple linear regression test, and multivariate analyisis of variance (MANOVA) test. The results showed that the knowledge level of preservice mathematics teacher was in the good category. Based on gender differences, there was no significant difference in the average knowledge of preservice mathematics teacher about HOTS, there was a significant difference in the average knowledge of preservice mathematics teacher about HOTS which is significant based on differences in academic ability and gender differences do not significantly affect knowledge about HOTS levels in Bloom's taxonomy, curriculum, and pedagogy while academic knowledge has a significant effect on HOTS knowledge of preservice teachers in almost all aspects except for pedagogy.
Formative assessment is an evaluative practice developed in the classroom for the improvement of learning using evidence on student progression. The objective of this research is to compare sample groups from multigrade and single-grade classrooms on the theme of formative assessment based on the students' opinion of the teacher's performance. The method used was a comparative quantitative method. The sample type is a probability sample of 683 students from 5th to 8th grade from urban and rural schools in the commune of Longaví, located in the Maule Region of Chile. A validated Likert scale questionnaire with a high level of reliability (α = 0.93) was used. The results of the research showed that, in the six dimensions, the best teacher performance concerning formative assessment is found in multi-grade schools and not in single-grade schools. This can be explained on the basis of several reasons, among them the level of adaptability that teachers have in this type of classroom, the heterogeneous characteristics of the classroom (different ages and learning goals) and the need for teachers to monitor the learning progression of students with different classroom characteristics.
Financial literacy, as a fundamental skill in the 21st century, has become a life skill that is urgently needed to be improved. Globally, the drive to enhance financial literacy involves integrating it into the education curriculum, necessitating educators’ comprehensive grasp of financial literacy education before imparting it to students. This research aims to outline a conceptual model of financial literacy professional development to improve teachers’ professional competence, employing a narrative review that synthesizes 28 relevant literatures retrieved from Scopus databases. The results of the study show that an effective training model for teacher professional development (TPD) in financial literacy education should focus on essential financial literacy content consisting of planning and budgeting, banking services, income and careers, insurance, investment, savings, also spending and credit. Furthermore, the main characteristics of TPD regarding financial literacy education should encompass content focus, coherence, ownership, active learning, duration, and collective participation.
The objective of this research is to examine teachers' competence in designing activities after engaging in professional development activities aimed at enhancing teaching design in order to develop students' thinking abilities that are contextually appropriate. The participants consist of 5 elementary school science teachers from schools. The research employed semi-structured interviews and classroom observation as research instruments. The findings reveal that teachers engaged in self-development through observation and learning from their peers within the community of practice (CoP). They receive advice and feedback from fellow teachers and apply these insights to improve their activities. Consequently, teachers are able to continuously refine and develop their teaching approaches to align with students' contexts. This approach facilitate diversification in thinking and learning management, as well as collaborative teamwork to enhance teaching methods. As a result, engaging and interesting thinking development activities are incorporated into student learning, along with the creation of a seamless learning-promoting environment. Collaborative teamwork in instructional design and problem-solving further afford teachers the opportunity for additional self-learning and personal development. This collaborative approach also contributes to fostering cognitive diversity and relieved the need for individual teachers to undertake all tasks independently.
Adaptive online learning can be realized through the evaluation of the learning process. Monitoring and supervising learners’ cognitive levels and adjusting learning strategies can increasingly improve the quality of online learning. This analysis is made possible by real-time measurement of learners’ cognitive levels during the online learning process. However, most of the currently used techniques for evaluating cognitive levels rely on labour-intensive and time-consuming manual coding. In this study, we explore the machine learning (ML) algorithms and taxonomy of Bloom’s cognitive levels to explore features that affect learner’s cognitive level in online assessments and the ability to automatically predict learner’s cognitive level and thus, come up with a recommendation or pedagogical intervention to improve learner’s acquisition. The analysis of 15,182 learners’ assessments of a specific learning concept affirms the effectiveness of our approach. We attain an accuracy of 82.21% using ML algorithms. These results are very encouraging and have implications for how automated cognitive-level analysis tools for online learning will be developed in the future.
This systematic literature review (SLR) aimed to investigate the potential of digital online game-based learning (DOGBL) to enhance motivation in English as a foreign language (EFL). Online gaming has grown in popularity among students, opening up the possibility of using games as powerful instructional resources. Academic achievement depends on motivation, and this study, led by self-determination theory (SDT), explored how external rules, like rewards and recognition, could increase motivation in EFL utilizing DOGBL. The study used the SLR method, examining databases and choosing articles based on predetermined criteria. The chosen publications were examined in-depth, and a preferred reporting items for systematic reviews and meta-analyses (PRISMA) diagram was employed for analysis. For results, DOGBL could enhance teaching EFL by providing flexible and interesting learning environments. Key elements in motivating in DOGBL included game design, personalization, social engagement, curricular integration, and instructor assistance. As a promising method to improve EFL instruction, game-based learning, especially DOGBL, saw considerable developments between 2018 and 2023. Thus, these ground-breaking techniques transformed the way people learn English vocabulary and provided a fun and engaging way to learn the language. For educators and students, the potential for DOGBL to change EFL education is still exciting as technology develops.
The development of postmodern-era technology in the world of education is increasingly sophisticated, thus impacting the character of students and their social environment. Technological progress negatively affects the lives of today's generation. When misuse of technology is widespread, it is imperative to strengthen cultural and religious filtration. So that the influence of globalization on technological development can be minimized. So as not to damage the cultural values and morality of students as the next generation of the nation. This study aims to explain the importance of transforming the values of Bima's local wisdom "Nggusu Waru" through the media of social studies e-books. The results and conclusions of this study are efforts to develop students' social character that require teacher collaboration, supervision, and optimal parental attention so that their interest in learning is higher and minimizes deviant behavior. This research method uses research and development design. At the stage of preliminary studies with models developed by Borg and Gall. Through several stages of research, information gathering, development of initial forms of products, and initial field testing. In this step, data is collected through interviews, observation and documentation. The data is analyzed to find out some of its weaknesses and shortcomings.
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Nearpod use as a learning platform to improve student learning motivation in an elementary school
1. Journal of Education and Learning (EduLearn)
Vol. 16, No. 1, February 2022, pp. 121~129
ISSN: 2089-9823 DOI: 10.11591/edulearn.v16i1.20421 121
Journal homepage: http://edulearn.intelektual.org
Nearpod use as a learning platform to improve student learning
motivation in an elementary school
Muhammad Ilyas Abdullah1
, Dian Inayati1
, Ninik Nurlaila Karyawati2
1
Department of English Language Education, Faculty of Cultural Studies, Universitas Brawijaya, Malang, Indonesia
2
Bahrul Maghfiroh Elementary School, Malang, Indonesia
Article Info ABSTRACT
Article history:
Received Nov 20, 2021
Revised Jan 24, 2022
Accepted Feb 28, 2022
Education sector is heavily affected by COVID-19 pandemic, leading to
reduced learning motivation among students. Factors including dismal
learning environment, stress, and anxiety are believed to be the reasons of
students’ lower motivation among students. This study investigated the use
of Nearpod in an elementary school to improve student learning motivation
during online learning. In this qualitative experimental research with
thematic analysis, three classes with a total of 51 students and three teachers
were participating for one week. The results of the study showed that
gamification and interactivity of Nearpod help build up and develop
students’ learning interests, leading to greater attention, engagement, and
improvement of student attendance rates. Some suggestions on how to
effectively integrate gamification in learning are postulated.
Keywords:
Gamification
Interest driven learning
Nearpod
Online learning
Students’ motivation This is an open access article under the CC BY-SA license.
Corresponding Author:
Muhammad Ilyas Abdullah
Department of English Language Education, Faculty of Cultural Studies, Universitas Brawijaya
Veteran Road, Ketawanggede, District Lowokwaru, Malang City, East Java, Indonesia
Email: ilyasab_@student.ub.ac.id
1. INTRODUCTION
The COVID-19 pandemic began to spread globally in early 2020 [1]. Many sectors, including
education, were heavily affected by the pandemic. Education institutions are forced to adapt to distance
learning with little or no preparation [2]. Consequently, some teachers are struggling to quickly adapt to
online learning [3], [4]. Lack of technology competence and experience led to a worsening learning
environment for the students, causing demotivation among them. Students admit that most of the online
learning activities they attend feel dull and stressful due to several factors, one of which is due to the
incompetent use of the technology by teachers [5]. The situation is even worse in the elementary school level,
especially in several schools with a low level of accreditation. Teachers endure problems including a low
level of attendance, lack of motivation, and little to no engagement in the class.
Thus, this study proposed Nearpod to improve student learning motivation in elementary school
during online learning. Nearpod is an interactive learning platform that facilitates active learning for students
through utilizing quizzes, polls, gamification, interactive video, and collaboration boards [6]. Many studies
have been conducted to see the effectiveness of Nearpod to improve engagement and motivation of students
during distance learning and conventional learning. The study from Rios-Zaruma et al. [7] showed an
increase in interaction and engagement in a learning process with students satisfied as they used Nearpod.
Another study from McClean and Crowe [8] revealed a positive response from the students during the use of
Nearpod with concern over connection problems and limitation of the license for a large scale class. Both of
those studies were conducted in higher education. While the use of Nearpod in higher education has been
extensively researched, the use of Nearpod in elementary school setting environments during online learning
2. ISSN: 2089-9823
J Edu & Learn, Vol. 16, No. 1, February 2022: 121-129
122
remains undeveloped. One of the limited studies in this elementary school setting [9] focuses only on the
impact of Nearpod in the reading setting through bring your own device (BYOD) approach. With that, this
study would expand on Nearpod as an alternative way to improve students’ motivation in elementary setting.
This study is based on the theoretical framework of Interest Driven-Learning (IDL) and the Four-
Phase Model of Interest Development. IDL is a theory proposed by Edelson [10] emphasizing on interest-
driven learning activities in constructivist learning. Edelson, in his IDL, believes that learning activities
highlighting students’ interest and active engagement would lead to robust learning in the process. IDL
framework has been used and combined with other theoretical frameworks in various education
environments to improve students and individual motivation and engagement [11]–[13]. Four-Phase Model
of Interest Development is an interest-related theory which describes four phases in the development and
deepening of learner interests: triggered situational interest, maintained situational interest, emerging (less-
developed) individual interest, and well-developed individual interest along with affective as well as
cognitive factors [14]. In order to trigger situational interest, the instructional condition and learning
environment should include stimulating activities and media such as group work, puzzles, and computers. In
this particular study, Nearpod is used as the medium to trigger students’ situational interest since it is
expected to help enhance the interest of students until the well-developed individual interest phase. As
proposed by Edelson, high interest in students would lead to better engagement and attention among students
which indicates an increase in learning motivation. Hence, the purposes of this study were to investigate: i)
The use of Nearpod in the elementary school setting during online learning; ii) The use of Nearpod to
enhance students’ motivation in the elementary school setting during online learning.
2. RESEARCH METHOD
This research was conducted in a private elementary school in Malang, Indonesia. The participants
of the study were the first-grade (n=15), second-grade (n=18), and fifth-grade students (n=18) of elementary
school as seen in Table 1 and homeroom teachers of the respective classes (n=3) as seen in Table 2. Table 2
presents the data of the teachers who joined the Nearpod training and volunteered to be the subjects of this
study. Pseudonyms were used for confidentiality of the participants.
Table 1. Students sample
No Class Male Female Total students
1. 1 9 6 15
2. 2 10 8 18
3. 5 13 5 18
Table 2. Teachers sample
No Name Class Level of education Experience
1. Teacher X 1 Bachelor degree of elementary education 25 Years
2. Teacher Y 2 Bachelor degree of elementary education 5 Years
3. Teacher Z 5 Undergraduate student of primary education 1 Year
This study applied qualitative experimental design with observation sheets, logbooks, and interview
guides used as the instruments to gain in-depth information. Qualitative experimental design is a
methodological hybrid that combines experimental design elements with qualitative methodologies to
investigate mediated communication [15]. Figure 1 illustrates the process of this research.
Figure 1. Qualitative experimental research design
3. J Edu & Learn ISSN: 2089-9823
Nearpod use as a learning platform to improve students learning motivation … (Muhammad Ilyas Abdullah)
123
Observations were conducted to take notes, analyze the learning process, and identify the problems
in class during online learning. Next, the researchers trained the teachers on using Nearpod, which they
would later use in the teaching activity. The training was conducted for two days outside the active study
hours. The scope of the training includes how to create a Nearpod account, navigate through the web
dashboard, create, edit and share a lesson, and assess the score of students in Nearpod. After the training, the
teachers used Nearpod for one week in their class to see the effect of Nearpod on their students’ learning
motivation. The teachers then filled in the provided daily logbook or directly interacted with the researchers
to record and monitor the progress while using Nearpod. The last step of this study was an evaluation through
interviews with the students and teachers.
The interview was conducted based on the interview framework for qualitative education research
Patton on [16] to gain deeper information about the use of Nearpod in enhancing students’ learning
motivation. Group interview was conducted with the students using clinical interview technique. Clinical
interview technique is an informal interview conducted toward children which takes direction from children's
responses to understand children's cognitive domain with a predetermined series of questions applied in a
standardized way [17]. Meanwhile, for interviewing the teachers, a deductive approach was conducted using
the dimensions [10] and [14]. The interview data were later analyzed using thematic analysis [18]. As
illustrated in Figure 2, the researchers interactively move among the four nodes such as data collection, data
display, data condensation and drawing/verifying conclusion to analyze the collected data. The data were
engaged by re-reading the collected data to accomplish a deeper understanding of the data. The data were
then synthesized, and the themes were presented based on the proposed theories and analyzed data.
Figure 2. Components of data analysis (interactive model)
3. RESULTS AND DISCUSSION
By using a thematic analysis model to interpret the data, one predetermined theme based on the
proposed theory and three themes emerged from the analyzed data such as students’ motivation, future use,
disadvantage and limitation and advantage. The data collected from notes, observation and interview
provided by the teachers and students. The predetermined theme and emerged themes along with the sub-
themes could be seen in Figure 3. Detailed analysis of the result would be explained more briefly in the next
section along with the discussion.
In students’ motivation predetermined theme, it would explain the process of the study with four
sub-themes emerged from it such as interest from students, engagement, attention in class and attendance
rate. Future use would briefly detail the teacher’s perspective toward the use of Nearpod in the foreseeable
future with two sub-themes derived such intention to use and face-to-face use. Disadvantages and limitations
would be discussed which is the problem encountered by the teachers during the use of Nearpod. four sub-
themes derived from the theme. such technical problems, device issues, cloud capability and unavailability of
handbook. Advantages would explain the benefit of using Nearpod experienced by the teachers during the
experiment. Four sub-themes derived from the theme such as easy to access students work, gamification,
interactivity and easy to create materials.
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Figure 3. Predetermined themes and emerged themes
3.1. Students’ motivation
3.1.1. Observation phase
From the online observation sessions at the pre-treatment stage, it was revealed that the motivation
of the students was considered very low. During the observation through Zoom, numerous students did not
attend their class. For instance, in first grade, there were only nine students out of 15 students who attended
the class, and there was little to no engagement. The majority of the students did not answer the greeting
from the teachers during the opening.
Furthermore, during the online learning activity, we also found that the teachers still used the
conventional way of teaching in an online environment. The teacher used a photo placed in PowerPoint
which was taken from a textbook. Holmberg [19] proposed a new approach in an online environment of
distance learning/remote teaching which is different from what is usually used in conventional/face-to-face
teaching. It is not a great recommendation for teachers to teach using conventional approaches in an online
classroom due to the differentiation of aspects in the learning environment. Macedo et al. [20] argued that the
lack of pedagogical skills from the teacher would hinder the interest of the students leading to demotivation
among students. Researchers also found that most of the students turned off the camera during online
teaching. According to Castelli and Sarvary [21], one of the factors that make students unable to turn on the
camera is demotivation and anxiety during the learning activity.
Until the learning activity ended, there was still no significant engagement from the students which
indicated the lack of interest from the students to learn. Edelson and Josep [10] in their study argued that
“Problem occur when a learner’s interest is not strong enough to drive deep engagement in activities, at least
not with sufficient effort or attention to achieve the intended learning objectives.'' Align with that, little to no
engagement during the observation phase might indicate that the interest of students is not powerful enough
to allow them to engage in learning activities. The lack of engagement from the students led to the lack of
motivation from the students, resulting in poor learning progress. The lack of motivation from the students
during the online learning could also be seen from the low attendance rate of the class, the number of the
students who were late joining the class, along with how they responded to the teacher in the class opening.
From our second and third observations in the second grade and fifth grade classes, the researchers
found a similar case of unenthusiastic students in the online learning activity. Based on the observation,
researchers believe that the lack of interest from the students is partially caused by the teacher's inability to
design engaging and interactive online teaching activities by utilizing digital learning tools. Introducing
educational platform with interactive learning media might help attract students’ interest and engagement in
the class which later would lead to better motivation among the students to learn. The study conducted by
Gunawan et al. [22] found that an interactive learning activity through technology use would help students
grasp the knowledge better. Nearpod would be use as the learning media to help support teachers in preparing
better learning materials.
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125
3.1.2. Nearpod training phase
After the observation phase was completed, the researchers conducted a basic training for the
teachers on how to use Nearpod. The training was conducted for about two days outside of the active study
hours. The scope of the training includes how to create a Nearpod account, how to navigate through the web
dashboard, how to create, edit, and share a lesson, and how to assess student's learning in Nearpod. During
the training process, some teachers experience several difficulties with the Nearpod interface. Some of these
teachers argue that their lack of experience in using educational platforms and technology in general hinder
their ability to learn new technology implementation in education. Although there were some difficulties
encountered by the teachers in the early stages of training, all of the teachers were able to overcome it at the
end of the training phase. After the training ended, all of the teachers werre expected to comprehend on basic
use of Nearpod and ready to use it in their own classes.
3.1.3. Application of the treatment phase
During the use of Nearpod, all classes experienced an increase in student attendance rate as
displayed in Tables 3-5. Based on the data, all of the class experienced an increase of attendance. Even
though there was a slight reduction at the last day of the treatment phase, the overall increase of the
attendance was still noticeable. The data present a slight increase in student attendance during the
implementation of Nearpod within one week although it is yet uncertain whether or not the improvement is
because of the use of Nearpod. Shehata et al. [23] also found similar results of an increase in student
attendance during the implementation of Nearpod even though they did not intentionally measure the
attendance level. However, despite the consensus that there is no significant evidence to support the claim
that Nearpod would directly improve the attendance of students, the researchers believe that the effective use
of Nearpod in teaching and learning might indirectly affect the attendance rate of the students by enhancing
the students’ interest.
Table 3. Teachers’ logbook for first grade
Date Lesson activity Attendance rate
9/6/21 Physical Education, Al-Qur'an-Hadith and Thematic 9/15 (60%)
9/7/21 Arabic Language, Fiqh and Thematic 10/15 (67%)
9/8/21 English Language, Javanese Language and Thematic 11/15 (73%)
9/9/21 Islamic Faith & Morals, Religious Education and Thematic 14/15 (93%)
9/10/21 Thematic, Hijaiyah Writing System, Cursive Writing and Scout 12/15 (80%)
Table 4. Teachers’ logbook for second grade
Date Lesson activity Attendance rate
9/6/21 Javanese Language, Islamic Faith & Morals and Thematic 11/18 (61%)
9/7/21 Physical Education, Thematic and Religious Education 10/18 (56%)
9/8/21 Arabic Language, English Language and Thematic 14/18 (78%)
9/9/21 Fiqh, Al-Qur'an-Hadith and Thematic 13/18 (72%)
9/10/21 Thematic, Hijaiyah Writing System, Cursive Writing and Scout 16/18 (89%)
Table 5. Teachers’ logbook for fifth grade
Date Lesson activity Attendance rate
9/6/21 Math, Religious Education, and Thematic 14/18 (78%)
9/7/21 Math, Physical Education and Thematic 16/18 (89%)
9/8/21 Fiqh, Thematic, Arabic and Language 12/18 (67%)
9/9/21 Al-Qur'an-Hadith, Thematic and Math 18/18 (100%)
9/10/21 Islamic Faith & Morals, English Language, Thematic, Javanese Language dan Scout 16/18 (89%)
3.1.4. Post-treatment (interview) phase
Noticeable increase of engagement was reported by the teachers. Teacher Z stated that Nearpod
helps attract students to pay attention to the lesson. Similar results are also reported by the other teachers.
Teacher X added that Nearpod itself is not enough to help increase the students’ motivation. An intrinsic
motivation from the students itself is needed to help motivate the students. Attention is also attributed as the
factor that increased during the treatment. Based on the logbook provided by Teacher Z, he stated the use of
Nearpod drives students’ curiosity about the learning materials which leads to better attention from the
students. Likewise, Teacher X stated that the engagement among the students was noticeable, highlighting
the students’ high motivation when they were interested in the learning activity.
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Similar results are also applicable for the second grade as Teacher Y stated that she noticed a slight
improvement in engagement among the students. However, Teacher Y still needed to stimulate the students
with positive feelings during the learning activity to help reduce students’ anxiety. This improvement in
student engagement was also found in the fifth grade, as claimed by Teacher Z. In the group interview, most
of the students reacted positively toward the use of Nearpod. They believe that using Nearpod help them to
keep engaged and compete with other students. Students also want to use Nearpod for the online learning
experience as it helps them to keep focusing on the learning materials given by the teachers. However,
several students’ response that Nearpod application were incompatible with several low-end devices. They
experience slow responsiveness during the use of Nearpod making an uncomfortable experience when using
the platform. Even though several students experience issues within the use, it still overrides the positive
outcome from using Nearpod. Nearpod could be used as an alternative platform to deliver materials toward
students helping them to keep engaged and motivated to learn in the online learning environment.
3.2. Advantages of Nearpod
According to the teachers during the interviews, Nearpod has three significant advantages. It has the
capability to make teachers able to assess students’ learning effectively. Teacher Y in her logbook stated how
Nearpod helps her assess students’ assignments. Gamification also becomes one of the features which helps
students actively participate in the learning activities. Some students feel highly motivated to reach the
highest score during class by having their name at the top of the online board in Nearpod. In a group
interview, students admitted that it is so thrilling because they could interact with the exercise directly from
their smartphone. Some students stated that seeing their peer score in Nearpod makes them more enthusiastic
to reach the top rank of the class in Nearpod. Interactivity is also reported by the students as one of the
features that make them interested in learning. This result aligns with [24]–[26] as gamification improves
students’ motivation during learning activity. The interactivity feature provided by the platform might also
play a major role in improving students’ motivation to learn during online learning. Interactivity seems to
allow the students to avoid the boredom during the learning activity by keeping the students engaged in the
class. Interesting and attractive learning media would help the students eliminate boredom during the
learning activity [27] since boredom and demotivation in learning would negatively affect students’
achievement [28].
3.3. Disadvantages and limitation
When teachers were asked about the disadvantages of Nearpod, all of them mentioned connection,
technical problems, and device performance issues during the implementation of Nearpod. In their logbook,
all the teachers encountered Nearpod access issues experienced by several students. It is believed that the
students’ device was not compatible enough to run Zoom and Nearpod simultaneously. Another issue when
using Nearpod is the limitation of cloud storage and no guidance book in Indonesian language to help senior
teachers learn to use Nearpod independently. As written by Teacher Y in the logbook, limitations of the
cloud storage make it difficult to add longer videos. During the interview, Teacher X stated that the absence
of a guidebook made it difficult to use Nearpod. She considered herself a person with a lack of digital literacy
(in this particular case, Nearpod). A Nearpod guidebook with comprehensive explanations in Indonesian
would be a beneficial item added that can be used as guidance for teachers to use Nearpod.
3.4. Future use
The teachers were slightly hesitant when asked about using Nearpod in the future. From the given
answers, all of them planned to use Nearpod in the future. However, some of the teachers felt uncertain about
using Nearpod in the future because the learning activity would return to face-to-face learning in the
following week. Teacher Z stated that she might use Nearpod in the future. However, intensive training with
more specific focus is still needed to overcome the digital literacy problems. Apart from Teacher Z, the other
teachers agreed that they might need more training on how to use Nearpod in face-to-face learning because
not all teachers in the school could apprehend how to use technology without any guidance. Other than that,
Teacher Z also stated that using Nearpod in face-to-face learning would be difficult as parents might restrict
it due to concern over device used for other activities apart from learning activities by the students. Teacher Z
also thought that it would be hard for parents to allow their children to bring their device to school.
3.5. Further analysis
Based on the post-treatment interview, teachers stated that they noticed an increase in attention and
engagement during the learning activity. The increase in attention and engagement came from the interest
shown by the students. A combination of external factors coming from the Nearpod and developed interest
from the students to engage in the learning activities lead to a better engagement and attention from the
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students. Other researchers have also found similar results, such as in [1] and [29]. This study also aligns
with the study conducted by Rashid and Asghar in [30] as the right technology implementation would
contribute to a better engagement from the students. This study also validates the study conducted in [31]
about students and teachers perspectives of good teaching practices using technology. They stated that
pedagogical integration with technology would succeed if technology is used to facilitate meaningful
interaction and engagement rather than used as the end pedagogical use. The use of technology to support the
pedagogical ability of the students in the classroom would lead to a better learning environment and
experience for the students. The increase of attention and engagement, as believed in [10], indicated
motivation growth among the students. In the group interview, students stated that they were happy and
determined to learn using the Nearpod app. They believe that Nearpod interactivity features help them
engage and contribute to the learning activities, making them keen to keep learning using the platform.
The curiosity of students to explore the app also plays an important role in the increase of the
students’ interest. Some of the teachers believed that students’ curiosity about the platform helps students
keep engaging with Nearpod. Curiosity is one of the factors that maintain the individual interest [32], [33]. In
the study of curiosity in psychology by Loewenstein [34], curiosity has been confirmed as the influence of
human behavior in a positive way to drive forward. Researchers assume that based on the interview, the
factor that influences students’ interest in learning using Nearpod is curiosity during the implementation of
Nearpod. Gamification features in Nearpod also help students to be motivated in learning. Students stated
that it drives them to compete and get better scores in the learning activity. It has been proven in numerous
studies that gamification would encourage students to get a better achievement among other students [35]–
[37]. With that, researchers suggest the use of gamification in Nearpod as a method to boost motivation
among students. This study also suggests that Nearpod could be suitable for English language learning
specifically English for K-12 as Nearpod provides English materials content through Nearpod’s EL
curriculum. Nearpod team argues that EL’s curriculum are based on the latest research-based models [38]–
[43]. Further study to investigate Nearpod’s EL curriculum used in content materials is strongly suggested.
4. CONCLUSION
As online learning has recently become the new norm for the times being in the education
institutions which lead to a lower rate of motivation among the students. Nearpod could be used as an
alternative medium to enhance motivation and maintain interest of students in learning. This study is
conducted to investigate the use of Nearpod to improve learning motivation among the students. The result of
this study reported an increase in learning interest during the use of Nearpod, which led to better engagement
and attention among the students for a week. The curiosity of students is suggested as one of the factors that
drive students to take interest in learning. This study also found that gamification in Nearpod proved to help
students actively engage during the learning activity. Because of that, using gamification to boost motivation
among elementary students in learning activities is highly encouraged. Furthermore, most of the students give
positive feedback during the treatment as Nearpod helps to create a competitive atmosphere among the
students to reach a better score among the students keeping their motivation at peak.
Although the use of Nearpod would eventually lead to better learning motivation among students,
teachers should implement various strategies during the learning activity to maintain the interest among
students. Duration of the treatment and lack of participants are among the limitations of this study. Thus,
researchers suggest that a longitudinal study of Nearpod use for one semester should be conducted to see the
long-term effects of Nearpod on students’ motivation in distance learning settings. Further research needs to
be conducted on the effect of the E-learning medium in elementary students to set a broader understanding of
factors affecting interest of students in using a platform.
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BIOGRAPHIES OF AUTHORS
Muhammad Ilyas Abdullah is a college student in Brawijaya University
majoring at English Language Education. He was a vice manage of PKM Division from 2019-
2020 at Forum Penelitian dan Kepenulisan Ilmiah Kultura in Brawijaya University. Currently,
he is an editorial board member at an undergraduate journal named UNFOLD that will launch
the first volume in December. His research interests are Education, Technology Education and
EFL learning. He can be contacted at email: ilyasab_@student.ub.ac.id.
Dian Inayati is a lecturer in Brawijaya University who has an expertise in
literacy, ICT and teaching methodology. Completing her undergraduate study in 2001 from
Universitas Negeri Malang, she continues to pursue master degree at University of Sydney.
She has researched and published in the area of language methodology, ICT and literacy. She
is currently a member of The Association for the Teaching of English as a Foreign Language
in Indonesia (TEFLIN) and Asosiasi Program Studi Pendidikan Bahasa Inggris (APSPBI).
She is also a Vice Director for finance and administration at Brawijaya Smart School. She can
be contacted at email: dianina@ub.ac.id.
Ninik Nurlaila Karyawati is a teacher at Bahrul Maghfiroh Elementary School
Malang, Indonesia with more than 25 years of experience in teaching. Currently pursuing
master degree in Muhammadiyah Malang University. She was also a vice principal in
curriculum development at Bahrul Maghfiroh Elementary School. She can be contacted at
email: niniknurlailakaryawati@gmail.com.