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Running Head: NEARPOD IMPLEMENTATION

Enhanced Instruction Through Nearpod:
A Study of Integration of Nearpod Into 3rd Grade Classrooms
Frederick W. Wright
University of West Georgia

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Enhanced Instruction Through Nearpod:
A Study of Integration of Nearpod Into 3rd Grade Classrooms
Background
Nearpod is a relatively new instructional software application (launched in 2012) that
allows students to interact with presentations presented by their teacher. Interaction includes
formative assessment opportunities, note taking ability, drawing and pacing adjustments. The
initial version is free for student and teacher use, with tiered subscription options available for
purchase. Nearpod can be used on any connected device; both a web version and app version are
available. A ‘bank’ of pre-loaded presentations across subject areas is available; teachers also
have the ability to create their own presentations and host them under one’s account. The payoptions hold increasing amounts of storage space, but ample instructional capability is offered at
the free level. Nearpod holds a lot of potential for enhancing student instruction.
Statement of the Research Problem and Rationale for the Study
Laws such as No Child Left Behind (NCLB) have placed heightened weight on highstakes testing for students. At the elementary level, in particular, 3rd Grade is one of the critical
years where the end-of-year GA Milestones scores hold scrutiny in student advancement and
future class placement. Educators continue to seek new ways to improve student achievement.
Nearpod is a promising new tool for the classroom that may reach today’s students in ways in
which they are more comfortable; today’s elementary students have been digital citizens since
birth. A study of the impact of the use of Nearpod on 3rd grade English Language Arts (ELA)
and mathematics scores on the GA Milestones is warranted. Also, student attitudes and
motivational levels are critical indicators of success in school. Nearpod may affect students’

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intrinsic motivation for succeeding in these critical academic areas.
Purpose
The purpose of this study is to investigate the outcomes of enhancing traditional 3rd
Grade classroom instruction in ELA and mathematics with Nearpod at Pleasant Grove
Elementary School (PGE) in Henry County Schools, GA. Outcomes will include end-of-year
scores on the GA Milestones in ELA and mathematics, as well as student attitudes and
motivational levels. The following questions will be investigated in this research study:
1. Will a relationship be demonstrated between enhancing traditional 3rd Grade ELA
and mathematics instruction with Nearpod and increased scores on the GA Milestones in those
tested subject areas?
2. Will a relationship be demonstrated between enhancing traditional 3rd Grade ELA
and mathematics instruction with Nearpod and increased levels of student attitude and
motivation?
Research Questions and Hypotheses/Propositions
If Nearpod is implemented into weekly instruction of 3rd Grade ELA and mathematics at
PGE, will GA Milestones ELA and mathematics scores increase, along with students’ attitude
toward these subjects? Two hypotheses will be included in this study:
1. Implementation of Nearpod into weekly instruction will show a demonstrated
improvement in the 3rd Grade Milestones test scores for ELA and mathematics at PGE.
2. Implementation of Nearpod will show improved attitude toward ELA and mathematics
instruction by 3rd Grade students at PGE.
Definition of Key Concepts Used in the Research Questions

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1. Nearpod – “a place for teachers to upload content, typically images and slides a la
PowerPoint, as presentations for their students…the teacher’s smartphone, or tablet or similar
online device, controls advancing through the presentation” (Botzakis, 2015, p. 603).
2. GA Milestones – “…a comprehensive summative assessment program spanning grades 3
through high school” (Georgia Milestones Assessment System, 2015).
Statement and justification of the type of study to be conducted
A correlational study of two 3rd Grade classes at PGE during the 2016-17 school year,
one enhancing traditional ELA and mathematics instruction with Nearpod and the other only
teaching with traditional methods, is justified to address the research questions. Data on test
scores will be collected from both classes at the conclusion of the 2016-17 school year, and data
on attitudes will be collected from both classes at the beginning and the conclusion of the 201617 school year. Mixed method will be the research approach utilized in the study.
The Review of Related Literature
Delacruz (2014) conducted a study which investigated the impact of Nearpod use for
guided reading instruction with a group of 4th graders, many of whom were English Language
Learners. The author acknowledges that very little research has been done which has
investigated the academic impact of Nearpod use for instruction. Delacruz states “although there
have been reports on how teachers have responded to using the Nearpod app in the classroom,
little to no research has been done regarding how elementary students respond to using the app
within their studies” (Delacruz, 2014, p. 64).
For this research study, action research was the chosen method for a qualitative study (p.
67). Participating were nine students and one student-teacher. The qualitative data was collected

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by interviews of the 4th grade students and student-teacher. Interviews were transcribed and
coded and themes emerged (p. 67).
Results were correlated back to the original research questions. The first research
question asked if students preferred using the Nearpod application for guided reading or if they
preferred traditional books (p. 67). All students agreed that using Nearpod for guided reading
was more desirable because of the interactivity. Delacruz (2014) identifies this interactivity as
“multimodal experiences” (p. 68). The second research question asked the benefits of using the
Nearpod app for guided reading (p. 67). The student-teacher felt that the benefits were strong,
and cited customizing instruction and quick return on formative assessment data which can be set
up within the Nearpod application (p. 68). The third research question asked the challenges of
using the Nearpod app for guided reading (p. 67). The author acknowledges that it was difficult
to identify substantial challenges. Short-term challenges were identified but resolved; those were
how to adjust the screen size of the font and how to use the stylus. These short-term issues were
resolved and the students did not have many challenges to report with the use of Nearpod (p. 69).
Dunbar (2016) discusses the benefits of using Nearpod in an elementary music classroom.
The author states that “Nearpod appears to be the next step in having an interactive whiteboard in
every student’s hands” (Dunbar, 2016, p. 36). This article is applicable to the focus of this study
because the elementary curriculum is highly integrated across subjects. If an application is
beneficial to elementary music instruction, then the parallel could be drawn that it is likely to be
beneficial to elementary math instruction. The author cites the “Draw It” function of Nearpod as
most beneficial to elementary music students, because students can demonstrate understanding in
various ways; for example, drawing directly on a musical score (p. 36). Demonstration of

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elementary mathematics understanding through formative assessments could have almost
limitless possibilities with Nearpod.
Nearpod is a relatively new instructional tool and a body of research is not yet available.
This study would make a needed contribution to the related literature on the outcomes of
enhancing 3rd Grade ELA and mathematics instruction with Nearpod, both to gauge improving
end-of-test scores on the GA Milestones as well as improving students’ attitudes and motivation.
Methods
Type of Research and Design of the Study
A study of Nearpod implementation into 3rd Grade classrooms will be mixed methods,
consisting of quantitative and qualitative data. The type of study will be correlational in order to
gauge test scores and student attitude at the beginning and end of the school year. Two groups
will be compared, the 3rd grade class learning by traditional means (Group A) and the 3rd Grade
class learning with enhanced instruction by Nearpod (Group B).
Sample
The research study’s sample will consist of two 3rd grade classes of PGE, approximately
forty-four students in total, or twenty-two students per 3rd grade class. The classes of students
are not grouped by ability, but in contrast, are assigned to represent a spectrum of ability levels
spread equally in each class. The sample represents approximately 1/3 of the 3rd Grade
population, as there are 6 sections of 3rd grade classes at PGE. Convenience sampling will be
the plan used, with a control group and a treatment group. An attitudinal survey will be
administered at the beginning of the school year to both the control and treatment group. An
attitudinal survey will be administered again at the end of the school year to both the control and

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treatment group. Test scores from the GA Milestones will be examined at the end of the school
year for both the control group and the treatment group.
Instrumentation
The data collection instrument to be used will be a preexisting Likert Scale. The Likert
Scale will measure students’ attitude in the treatment group towards ELA and mathematics
instruction before the introduction of Nearpod, as well as after. The Likert Scale will also
measure students’ attitude in the control group towards ELA and mathematics instruction at the
beginning of the school year as well as at the end. The method used to administer this
instrument is by survey.
Data Analysis
Quantitative and qualitative data will be collected in the mixed methods study. The
Likert Scale survey will include closed and open-ended responses, respectively. Coding will be
used to analyze the open-ended, or qualitative answers. The independent variable is the student
attitudes of the control group. The dependent variable is the student attitudes of the treatment
group who received supplemental instruction with Nearpod. The second dependent variable is
the end-of-year test scores on the GA Milestones exams in ELA and mathematics.
The data regarding the GA Milestones end-of-year scores will be obtained by appeal to
the PGE administration. The analysis of the quantitative data will be presented by bar graph.
The analysis of the qualitative data will also be presented by bar graph. Coding of open-ended
responses will be organized into categories for purposes of representation on the bar graph.
Scholarly Significance and Limitations
Nearpod is a relatively new, upward-trending addition to the educational software

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market. Further research is needed as to the impact of the addition on student achievement, as
the body of literature in quite limited. Product reviews overall, however, are impressive and
Nearpod has a very positive “buzz” within educational circles. School districts must make
difficult decisions in regards to effectively spending their budget, and effectiveness in the
educational arena is often measured by high-stakes test scores such as the GA Milestones.
Contributions of this study are that further research will assist districts in clarifying their
decision-making processes regarding educational software purchases.
Limitations of the study are that the 3rd grade classrooms used in the study may not be a
representative sample for nationwide projection of results. 3rd graders of a higher socioeconomic status, for example, could have been exposed to supplemental educational software at
home and be much more comfortable in learning from technology, negating the effect of being a
‘treatment’ group as defined in the study, for example. The age of the participants could be
another limitation to the generalization of the study, particularly whereas students’ attitudes are
concerned. While the GA Milestones test scores would yield solid data, attitude toward ELA
and mathematics instruction as self-measured by a 3rd grade student could be subject to a
reliability threat. For example, instead of indicating their attitude about their learning over the
course of a school year, a 3rd grade student could indicate his/her attitude about learning on a
particular day, or express an attitude about learning that aligns with their mood for any given
day.

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References
Botzakis, S. (2015). Visual and Digital Texts. Journal of Adolescent & Adult Literacy, 58(7),
602-604. doi:10.1002/jaal.397
Delacruz, S. (2014). Using Nearpod in elementary guided reading groups. TechTrends, 58(5),
62-69. doi:10.1007/s11528-014-0787-9
Dunbar, L. (2016). Embedding Technology and Assessment Into the Music Classroom With
Nearpod. General Music Today, 29(3), 33-37. doi:10.1177/1048371315624734
Georgia Milestones Assessment System. (2015). Retrieved September 16, 2016, from
http://www.gadoe.org/Curriculum-Instruction-and
Assessment/Assessment/Pages/Georgia-Milestones-Assessment-System.aspx

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Section
Not Evident
I. Objectives and Purposes (2 pages)
This section should include:
0
Background
Information
not provided.

10

Emerging

Proficient

1
Information is
provided but
is unclear,
insufficient,
or irrelevant.

2
3
Information is Information is
relevant and
relevant,
adequate for sufficient, and
the proposed
clearly
study.
supports the
proposed
study.
2
3
The research The research
problem is
problem is
clearly stated clearly stated,
and is
relevant, and
researchable. researchable.
Strong
Rationale is
rationale
extremely
provided. The
clear,
rationale
compelling,
statement
and clearly
generally
supports the
justifies the
research
research
questions.
questions.
There is a
clear link
between the
rationale and
the research
questions.
2
3-4
Purpose is
Exceptionally
clearly
clear in
described.
purpose.
Goals are
Goals are
realistic,
realistic,
adequately
clearly stated,
stated and
and clearly
aligned with
generally
aligned with
the research
problem.

Statement of the research
problem and rationale for
the study

0
Information
not provided.

1
The research
problem is
stated, but is
unclear, too
broad/narrow
or irrelevant.
The rationale
for the study
is unclear or
weak.

Purpose

0
The goals are
not stated.

1
Purpose is not
clearly
described.
Goals are
stated but are
unclear,
irrelevant, or
too
broad/narrow
.

Exemplary

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Research Questions and
Hypotheses/ Propositions

Definitions of key
concepts used in the
research questions

Statement and
justification of the type of
study to be conducted

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0
Information
not provided
or no basis for
judgment.

Key
concepts/term
s are not
defined.

The type of
study is not
specified.

1
Questions/
hypotheses/
propositions
are missing,
weak, or
unclear.
Questions not
of sufficient
scope or are
not feasible.

the research
problem.
2-3
Generally,
questions
have proper
scope, are
realistic,
feasible, and
adequately
phrased.

4-5
Research
questions are
clear, concise,
feasible, of
proper scope,
and answer
the purpose.
Each research
question is
correctly
phrased, and
addresses
only one
aspect of the
research
problem.

Definitions for Definitions for
key
key
concepts/ter
concepts/ter
ms are
ms are
provided but provided and
are inaccurate
generally
or unclear.
adequate.

All key
concepts/ter
ms are clearly
defined/
explained.

The type of
study is
specified but
cannot be
used to
investigate
the stated
research
questions.

The type of
study is
specified and
is the optimal
choice for the
specified
research
questions.
The
justification
for this type
of study is
compelling.

The type of
study is
specified, but
it may not be
the most
adequate or
feasible way
to investigate
the proposed
research
questions.
The

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justification
for this type
of study is
provided, but
may include
some
inaccuracies.
II. Literature Review (2 pages)

Criteria:
Critical review of literature
Relevance
Conceptual/Theoretical
framework
Alignment

0
Information is
not provided,
irrelevant,
incomplete,
and or
inaccurate.

1
Findings from
leading
researchers
are included
with minimal
critical
commentary.
Cited
literature may
not be
relevant to
the study.

2
Some
evidence of
satisfactory
knowledge
with limited
critical review
of the
relevant
literature, but
with gaps and
or omissions.
Conceptual/
theoretical
framework is
included;
however it is
not fully
developed or
justified.

3
Evidence of
sound
knowledge
and critical
review of the
literature
relevant to
the study.
Developed a
clear,
appropriate,
and justified
conceptual/
theoretical
framework
for the
research.

Study may be
feasible.
Presentation and Writing
Criteria:
Clarity
Writing mechanics
APA

0
Generally poor
use of English
characterized
by numerous
errors, unclear,

1
Reasonably
clear and
correct use of
English
characterized

2
Clear and correct use of
English characterized by a
clear style of expression, with
few imprecise and/or incorrect
statements.

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incorrect
and/or illogical
statements.

by generally
clear
expression,
with relatively
few imprecise
and/or
incorrect
statements.

Total:

Methods (1.5 pages) – 16 points
Type of study and research design

0
No selection or
justification of
research
approach and
design.

1
Research
approach and
design are
unclear,
inappropriate,
or
underdevelop
ed.

2
Research
approach and
design
minimally
address the
research
questions and
goals.

Sampling

0
Little or no
evidence of a
sampling
procedure.

2
Reasonable
evidence of a
feasible
sampling
procedure.

Instrumentation

0
No
information
provided.

1
Limited
evidence of
an
appropriate
sampling
procedure.
1
Information is
limited or
instrumentati
on is
inadequate.

2
Instrumentati
on is
described and
can provide
the
information
needed to

3
Research
approach and
design are
realistic,
feasible,
clearly
described,
and aligned
with the
research
questions and
goals.
3-4
Sampling
procedure is
optimally
chosen, fully
justified, and
feasible.
3-4
Instrumentati
on is
optimally
chosen,
clearly
described,
and feasible.

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Data Analysis

14

0
Little or no
evidence of a
data analysis
plan.

1
Limited
evidence of
an
appropriate
data analysis
plan.
The
description of
data analysis
procedures is
incomplete or
contains
inaccuracies.
Criteria for
the
interpretation
of results are
incorrect or
are not
provided.

respond to
the research
question(s).
2-3
Reasonable
evidence of a
realistic data
analysis plan.
A general
description of
the data
analysis
procedures is
provided.
Criteria for
the
interpretation
of results are
incomplete.

4-5
Clear
evidence of
applying
appropriate
data analysis
procedures,
which
adequately
address
research
questions and
goals.
Procedures
are
adequately
described.
The type of
results
provided by
these
methods is
indicated and
criteria for
interpretation
are fully and
accurately
explained.

Scholarly Significance and Limitations (1/2 pages) – 3 points
Criteria:
Practical and theoretical
implications
Limitations

0
No
information
provided.

1
Minimal
recognition of
the
contributions
and
limitations of
the study.

2
Recognition
of some
contributions
and/or
limitations of
the study.

3
Recognition
and adequate
explanation of
the practical
and
theoretical
contributions

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and
limitations of
the study.
Presentation and Writing - 2 points
Criteria:
Clarity
Writing mechanics
APA

Total:

/30

0
Generally poor
use of English
characterized
by numerous
errors, unclear,
incorrect
and/or illogical
statements.

1
Reasonably
clear and
correct use of
English
characterized
by generally
clear
expression,
with relatively
few imprecise
and/or
incorrect
statements.

2
Clear and
correct use of
English
characterized
by a clear
style of
expression,
with few
imprecise
and/or
incorrect
statements.