<![CDATA[This study examined changes in science achievement following Nearpod-supported instruction among eighth-grade students at SMP Negeri 2 Kulo, Sidenreng Rappang Regency, Indonesia. A quantitative pre-experimental one-group pretest-posttest design involved all 42 students from two intact classes. A 20-item multiple-choice test assessed introductory cell biology, and two five-item binary-response questionnaires described student participation and perceived behavioral changes. For this article, the 42 paired scores in the source thesis were recalculated because its abstract and aggregate table contained inconsistent pretest summaries. The reconstructed mean increased from 44.88 (SD = 15.83) to 85.24 (SD = 4.68), a gain of 40.36 points. All students improved and reached the school’s achievement threshold of 80 at posttest, compared with none at pretest. The normalized gain calculated from the group means was 0.732. An exploratory paired analysis yielded t(41) = 17.30, p < .001, with a mean-gain 95% confidence interval of 35.65–45.07 points. Positive questionnaire responses ranged from 88.10% to 100%, although one item contained an unresolved response-total discrepancy. These findings indicate substantial short-term improvement during Nearpod-supported instruction and favorable student perceptions. However, the absence of a comparison group, incomplete intervention documentation, and unreported test-validation evidence prevent attribution of the improvement specifically to Nearpod. Controlled studies incorporating validated instruments and delayed assessments are recommended.]]>
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