Nearpod-Assisted Problem-Based Learning for Junior High School Students’ Mathematical Literacy and Self-Regulated Learning
This study compared mathematical literacy gains and post-intervention self-regulated learning (SRL) under Nearpod-assisted problem-based learning (PBL) and regular instruction. Two intact Grade VIII classes at a private junior high school in Bandung, Indonesia, participated (experimental n = 33; control n = 32). Literacy was measured before and after three 80-minute meetings, whereas SRL was assessed only after instruction. Experimental-class literacy N-Gain exceeded that of the control class (M = .660 vs. .403; U = 120.50, p < .001; d = 1.65), despite a significant baseline difference, t(63) = 3.162, p = .002. The learning-condition-by-pretest interaction was significant, F(1, 61) = 9.08, p = .004; a Johnson-Neyman analysis using HC3 covariance located the positive conditional between-class contrast above a pretest score of 7.39 within the groups' common observed range (5-18). The post-intervention SRL scores did not differ significantly, t(63) = 0.233, p = .817, but the absence of baseline SRL measurements prevents conclusions about intervention-induced SRL change. Higher mathematical literacy gains were observed in the Nearpod-assisted PBL class; because intact classes were not randomized, these differences should not be interpreted as definitive causal effects. Verification of the revised first literacy item still requires item-level scores.
Keywords: junior high school, mathematical literacy, Nearpod, problem-based learning, self-regulated learning.
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