Nearpod as a tool for increasing students’ motivation for learning chemistry

(1) Aleksandra Naumoska Mail (Faculty of Natural Sciences and Mathematics, Ss. Cyril and Methodius University, 1000, Skopje, Macedonia, the former Yugoslav Republic of)
(2) Katerina Rusevska Mail (Faculty of Natural Sciences and Mathematics, Ss. Cyril and Methodius University, 1000, Skopje, Macedonia, the former Yugoslav Republic of)
(3) Aleksandra Blazhevska Mail (Jan Amos Komenski primary school, 1000, Skopje, Macedonia, the former Yugoslav Republic of)
(4) * Marina Stojanovska Mail (Faculty of Natural Sciences and Mathematics, Ss. Cyril and Methodius University, 1000, Skopje, Macedonia, the former Yugoslav Republic of)
*corresponding author


The Nearpod software application was implemented in chemistry teaching, thus keeping in touch with current technology appropriate for its use in the education. This is the first study in our country focusing on the usage of the Nearpod as an e-module-based learning media aimed to increasing students’ motivation in chemistry classes, through their engagement during the lesson and active participation. The total sample consisted of 244 9th grade students and 7 teachers from 7 primary schools. This research was based on data collection by modified SMTSL and IMI questionnaires and individual interviews with students and teachers. The data were analyzed and the mean, standard deviation and Cronbach’ alpha reliability coefficient were calculated, which revealed acceptable internal consistency for all subscales. Data obtained from the APQ-N instrument showed that most of the students found this activity enjoyable and interesting, and felt that it was important for their success and progress, but it also enabled them to achieve better results and improve their attention during the online classes. SMTSL-N questionnaire revealed that the students had medium motivation toward chemistry leaning overall. Independent t-tests results stated that there is no significant difference between male and female students’ mean scores. The results obtained in this study, including the interview data as well, indicated that Nearpod-based activities positively influenced students’ motivation in learning chemistry. Nearpod has a great potential to be applied during the face-to-face teaching as a hybrid model in the future, thus making teaching more interesting and less monotonous.


Nearpod; Chemistry teaching; SMTSL; IMI; Motivation



Article metrics

10.31763/ijele.v4i1.616 Abstract views : 1999 | PDF views : 532




Full Text



[1] Y. Qi, E. Shen, and S. Xue, “Applying Nearpod to 11th Grade to Improve Classroom Interactions,” 2022, doi: 10.2991/assehr.k.211220.303.

[2] S. McClean and W. Crowe, “Making room for interactivity: using the cloud-based audience response system Nearpod to enhance engagement in lectures,” FEMS Microbiol. Lett., vol. 364, no. 6, Mar. 2017, doi: 10.1093/femsle/fnx052.

[3] A. Feri and Z. Zulherman, “Development of nearpod-based e module on science material" energy and its changes" to improve elementary school student learning achievement,” Int. J. Educ. Learn., vol. 3, no. 2, pp. 165–174, 2021. doi: 10.31763/ijele.v3i2.400

[4] P. Black and D. Wiliam, “Developing the theory of formative assessment,” Educ. Assessment, Eval. Account., vol. 21, no. 1, pp. 5–31, Feb. 2009, doi: 10.1007/s11092-008-9068-5.

[5] J. C. Greene, V. J. Caracelli, and W. F. Graham, “Toward a Conceptual Framework for Mixed-Method Evaluation Designs,” Educ. Eval. Policy Anal., vol. 11, no. 3, pp. 255–274, Sep. 1989, doi: 10.3102/01623737011003255.

[6] A. Hussein, “The use of Triangulation in Social Sciences Research,” J. Comp. Soc. Work, vol. 4, no. 1, pp. 106–117, Apr. 2009, doi: 10.31265/jcsw.v4i1.48.

[7] H. Tuan *, C. Chin, and S. Shieh, “The development of a questionnaire to measure students’ motivation towards science learning,” Int. J. Sci. Educ., vol. 27, no. 6, pp. 639–654, Jan. 2005, doi: 10.1080/0950069042000323737.

[8] E. McAuley, T. Duncan, and V. V. Tammen, “Psychometric Properties of the Intrinsic Motivation Inventory in a Competitive Sport Setting: A Confirmatory Factor Analysis,” Res. Q. Exerc. Sport, vol. 60, no. 1, pp. 48–58, Mar. 1989, doi: 10.1080/02701367.1989.10607413.

[9] A. Loukomies et al., “Promoting Students’ Interest and Motivation Towards Science Learning: the Role of Personal Needs and Motivation Orientations,” Res. Sci. Educ., vol. 43, no. 6, pp. 2517–2539, Dec. 2013, doi: 10.1007/s11165-013-9370-1.

[10] E. Mavrikaki, H. Andressa, and I. Dermitzaki, “Adaptation of the Students’ Motivation Towards Science Learning (SMTSL) Questionnaire to measure Greek Students’ Motivation towards Biology Learning,” Int. J. Biol. Educ., vol. 4, no. 2, Dec. 2015, doi: 10.20876/ijobed.16761.

[11] I. Dermitzaki, P. Stavroussi, D. Vavougios, and K. T. Kotsis, “Adaptation of the Students’ Motivation Towards Science Learning (SMTSL) questionnaire in the Greek language,” Eur. J. Psychol. Educ., vol. 28, no. 3, pp. 747–766, Sep. 2013, doi: 10.1007/s10212-012-0138-1.

[12] A. METAJ-MACULA and A. BYTYQİ-DAMONİ, “Adaption of the Students’ motivation towards science learning (SMTSL) questionnaire into Albanian language,” İlköğretim Online, pp. 1875–1887, Sep. 2020, doi: 10.17051/ilkonline.2020.762519.

[13] C.-C. Tsai, H.-L. Tuan, C.-C. Chin, and J.-C. Chang, “Investigating the influence of ‘nested inquirybased instruction model’ on 8th graders’ motivation in learning physical science,” in Proceedings of the 2nd NICE symposium, July, 2007, vol. 3031. Available at: Google Scholar.

[14] U. A. Salikha, H. Sholihin, and N. Winarno, “The influence of STEM project-based learning on students’ motivation in heat transfer learning,” J. Phys. Conf. Ser., vol. 1806, no. 1, p. 012222, Mar. 2021, doi: 10.1088/1742-6596/1806/1/012222.

[15] M. Heindl, “An extended short scale for measuring intrinsic motivation when engaged in inquiry-based learning,” J. Pedagog. Res., vol. 4, no. 1, pp. 22–30, Jan. 2020, doi: 10.33902/JPR.2020057989.

[16] M. Gutiérrez, N. Caus, and L.-M. Ruiz, “The Influence of Parents on Achievement Orientation and Motivation for Sport of Adolescent Athletes with and without Disabilities,” J. Leis. Res., vol. 43, no. 3, pp. 355–382, Sep. 2011, doi: 10.1080/00222216.2011.11950241.

[17] E. Y. Leng, W. Z. bte Wan Ali, R. Baki, and R. Mahmud, “Stability of the Intrinsic Motivation Inventory (IMI) For the Use of Malaysian Form One Students in ICT Literacy Class,” EURASIA J. Math. Sci. Technol. Educ., vol. 6, no. 4, Dec. 2010, doi: 10.12973/ejmste/75242.

[18] J. Choi, T. Mogami, and A. Medalia, “Intrinsic Motivation Inventory: An Adapted Measure for Schizophrenia Research,” Schizophr. Bull., vol. 36, no. 5, pp. 966–976, Sep. 2010, doi: 10.1093/schbul/sbp030.

[19] B. Gibbens, “Measuring Student Motivation in an Introductory Biology Class,” Am. Biol. Teach., vol. 81, no. 1, pp. 20–26, Jan. 2019, doi: 10.1525/abt.2019.81.1.20.

[20] V. Monteiro, L. Mata, and F. Peixoto, “Intrinsic Motivation Inventory: Psychometric Properties in the Context of First Language and Mathematics Learning,” Psicol. Reflexão e Crítica, vol. 28, no. 3, pp. 434–443, Sep. 2015, doi: 10.1590/1678-7153.201528302.

[21] M. I. Stojanovska, B. T. Soptrajanov, and V. M. Petrusevski, “Addressing Misconceptions about the Particulate Nature of Matter among Secondary-School and High-School Students in the Republic of Macedonia,” Creat. Educ., vol. 03, no. 05, pp. 619–631, 2012, doi: 10.4236/ce.2012.35091.

[22] R. Mamlok-Naaman, “How Can We Motivate High School Students to Study Science?.,” Sci. Educ. Int., vol. 22, no. 1, pp. 5–17, 2011. Available at: Google Scholar.

[23] S. Kvale, Interviews: an introduction to qualitive research interviewing. Sage, 1994. Available at: Google Scholar.

[24] L. Cohen, L. Manion, and K. Morrison, Research Methods in Education. Routledge, 2002. doi: 10.4324/9780203224342

[25] P. Cavas, “Factors affecting the motivation of Turkish primary students for science learning.,” Sci. Educ. Int., vol. 22, no. 1, pp. 31–42, 2011. Available at: Google Scholar.


  • There are currently no refbacks.

Copyright (c) 2022 Aleksandra Naumoska, Katerina Rusevska, Aleksandra Blazhevska, Marina Stojanovska

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

International Journal of Education and Learning
ISSN 2684-9240
Published by Association for Scientific Computing Electronics and Engineering (ASCEE)
W :
E :

View IJELE Stats

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.