2026-04-24T02:56:56Z https://jpp.fkip.unila.ac.id/index.php/jpp/oai

oai:ojs.jpp.fkip.unila.ac.id:article/553 2025-05-13T04:27:58Z jpp:ART driver

Students’ Perceptions of the Benefits of Mobile Polling Technology in Teaching and Learning in College: Implications of Students’ Participation and Academic Performance Ismail, Ismail Elihami, Elihami Mustakim, Mustakim Students’ perceptions of the benefits of mobile polling technology in teaching and learning in college: Implications of student’ participation and academic performance. Objectives: This study aims to analyze students’ perceptions of interactive teaching using Poll-Everywhere application as a useful teaching methodology. Methods: Strategic Lecturers enter questions using the Poll-Everywhere application. Students’ perceptions of interactive teaching that effectively uses this technology are statisticallyevaluated using a questionnaire. Findings:The level of student academic ability increasedsignificantly between the two sections for Reading III Test (M = 89.74, SD = 3.26), and Reading V (M = 90.42, SD = 3.91). Conclusions: Students consider it a useful method for giving real feedback,which encourages their performance and participation. Lecturers regard Poll-Everywhere as an effectiveteaching innovation that encourages deeper information storage and as an effective teaching aid inmonitoring student progress and identifying shortcomings. Keywords: Poll-Everywhere, student’ participation, academic performance, feedback, Mobile Polling.DOI: http://dx.doi.org/10.23960/jpp.v9.i1.201912 FKIP Universitas Lampung 2025-05-03 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://jpp.fkip.unila.ac.id/index.php/jpp/article/view/553 Jurnal Pendidikan Progresif; Vol 9, No 1 (2019): Jurnal Pendidikan Progresif; 89-104 2550-1313 2087-9849 eng https://jpp.fkip.unila.ac.id/index.php/jpp/article/view/553/399 Copyright (c) 2025 Ismail Ismail, Elihami Elihami, Mustakim Mustakim https://creativecommons.org/licenses/by-sa/4.0