Utilizing Nearpod Application to Enhance Grade 8 Learners’ Integrated Science Process Skills

Abstract

In recent years, the pressing issue of the low performance of learners in science has addressed the need for innovative teaching strategies to motivate and help them intrinsically embrace essential scientific concepts. The demands of 21st-century education continuously challenge science teachers to explore more technology-driven solutions. This action research explored the effectiveness of the implementation of the Nearpod application in improving the Integrated Science Process Skills (ISPS) of grade 8 learners during the school year 2023-2024. The research employed a quantitative approach in processing all the data gathered. Nearpod was systematically integrated into Science 8 classes, with features like Collaborative Board and Immersive Reader being used regularly in weekly lessons. Learners participated in interactive activities, such as using the Collaborative Board for group discussions and engaging with immersive virtual reality experiences to elicit prior knowledge. Formative assessments were conducted through Nearpod’s Poll and Draw It features, providing immediate feedback to learners and the Time to Climb feature was used to gamify review sessions. Findings indicate a significant improvement in learners' performance after exposure to the application. The mean score in the post-test of the experimental group is higher (M=16.5, SD=1.48) than the post-test of the control group (M=11.78, SD=1.34) t=8.97 (p=0.000). This finding was further supported by the quantitative data from questionnaires using a Likert scale elaborating on positive experiences and perceptions of learners regarding the integration of Nearpod. Learners appreciate well the structured approach of the Nearpod including focused instruction, guided practice, collaborative learning, and independent application. Using interactive tools in the classrooms improves the learners’ overall performance. As digital natives, the learners can relate well to the lessons through the regulated use of gadgets as supplementary materials that enrich their learning environment. As suggested, it would be beneficial to look into how this technology integration strategy can also be applied in different schools that value the inevitable advancement of technology that, in turn, influences the teaching and learning process with an extended study timeframe to gauge its lasting impacts.