ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
—— This study investigates the effectiveness of Nearpod activities in improving student learning outcomes in Grade 9 Biology, specifically Unit 10: Ecology, at Tyler High School during the 2024–2025 school year. Grounded in the principles of active learning, multimedia instruction, and differentiated teaching, the research addressed persistent challenges in Biology education such as low student engagement, difficulty understanding abstract concepts, and the limitations of traditional teacher-centered instruction. A quantitative experimental research design utilizing a pre-test–post-test control group approach was employed. Thirty Grade 9 students participated in the study, with 15 students assigned to the experimental group (A2), which received Nearpod-integrated instruction, and 15 students assigned to the control group (A3), which received traditional lecture-based instruction. Both groups were given teacher-made pre-tests and post-tests aligned with Texas Essential Knowledge and Skills (TEKS) standards for Ecology. Data were analyzed using mean scores, paired samples t-tests, and independent samples t-tests to determine within-group and between-group differences. Results revealed that both groups showed improvement from pre-test to post-test; however, the experimental group demonstrated significantly greater academic gains. The control group improved from a mean score of 14.80 to 26.90, while the experimental group improved from 14.65 to 32.40. Furthermore, post-test comparisons showed a statistically significant difference between the groups (t = 3.05, p = 0.005), leading to the rejection of the null hypothesis. Findings indicate that Nearpod activities significantly enhanced student engagement, conceptual understanding, and academic performance compared to traditional teaching methods. The study concludes that Nearpod is an effective instructional tool for teaching Biology in diverse Texas classrooms because it promotes interactive learning, real-time feedback, and differentiated instruction. It is recommended that Biology teachers integrate Nearpod into their teaching practices, school administrators support technology-based instructional strategies, and future researchers expand this study to other science subjects, grade levels, and educational settings. Keywords — Nearpod, Biology Education, Grade 9 Students, Ecology, Active Learning, Educational Technology, Student Engagement, Interactive Learning, Texas Classrooms, TEKS, Academic Performance, Differentiated Instruction, Pre-test and Post-test, Experimental Research Design, Science Education