Evaluating the effectiveness of Nearpod’s interactive science modules on student achievement in Saudi middle schools

Abstract

Implementing interactive technology in science education allows students who are not easily engaged to engage, motivates them, and improves their academic performance. The digital science modules offered by Nearpod in Saudi Arabian middle schools introduce an option to modernize teaching and conform to the changes in the educational goals and approaches nationally. The study involved 15 students as interveners, consisting of different students in different schools of Riyadh, Jeddah, and Dammam, to implement a 3-week intervention with the availability of interactive solutions offered by Nearpod quizzes, simulations, collaborative boards, and immediate feedback to learn fundamental concepts in science. The pre- and post-tests showed an average increase in scores of 23 points, showing a drastic concept increase. There were high engagement metrics, with students having finished over five modules and making an average of more than 30 interactions. Perception surveys indicated a high degree of approval, with the average rating in understanding, enjoyment, and involvement above 4.1 points. Despite encouraging results, generalizability is limited by the small exploratory sample size (n = 15) and absence of a control group. Larger, representative cohorts are required for future research. There was a slight negative correlation (r = −0.15) between the levels of engagement and the score improvement, which means that the higher levels of activity did not always lead to higher levels of achievement. This observation reminds us of differentiated instruction’s significance and progressive feedback’s design. Nearpod showed promise of academic and experiential advantages in Saudi middle school science lessons, but the tiny, experimental sample should guide interpretation.