No. 40 (2025): July-December
Artículos

Apple technological tools to enhance learning and motivation of Chinese Advanced Placement Biology students

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  • Rodolfo Rochín-Hernández,
  • Maritza Cruz-Atayde
Rodolfo Rochín-Hernández
Tecnológico Nacional de México
Maritza Cruz-Atayde
Tecnológico Nacional de México
Categories

Published 2025-03-29

Keywords

  • Advanced Placement (AP),
  • College board,
  • Biology education,
  • Apple technological tools,
  • Pedagogical intervention

Copyright (c) 2025 Revista Panamericana de Pedagogía

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

How to Cite

Rochín-Hernández, R., & Cruz-Atayde, M. (2025). Apple technological tools to enhance learning and motivation of Chinese Advanced Placement Biology students. Revista Panamericana De Pedagogía, 40. https://doi.org/10.21555/rpp.3295
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Abstract

 

The purpose of this research was to analyze the impact of the implementation of Apple’s technological tools on the teaching, learning and motivation process of Chinese Advanced Placement (AP) Biology students. This study was carried out in a private High School in Shenzhen China during the 2021-2022 and 2022-2023 academic years. A quasi-experimental design was used with two different cohorts of 7 students, each enrolled in the AP Biology course. The Control Group (2021-2022 cohort, n=7) was taught using traditional instructional methods. On the other hand, the Intervention Group (2022-2023 cohort, n=7) received instruction with the incorporation of Apple technological tools, redesigned Keynote-based lesson materials, and other pedagogical interventions. Data were obtained through questionnaires, internal mid-term and final exams and the College Board’s standardized AP Biology 2022 and 2023 exams. According to the analysis, the results of the Intervention Group showed a significantly higher final average score on internal assessments and an increase in College Board AP Biology standardized test scores, compared to control group results. Therefore, students in the Intervention group outperformed the control group both in the Global average and the Chinese average in the College Board exam. Students’ comments at the end of the course highlight the ease of use of Apple apps and hardware, and the attractive appearance of Keynote presentations contributing to increased motivation and engagement. These results support the idea that effective implementation of Apple technological tools in AP Biology instruction can significantly improve student motivation and learning, opening the door for future research in this field. This study acknowledges certain limitations, yet it simultaneously demonstrates that educational issues can be addressed from a pragmatic standpoint. The acquisition of knowledge regarding the intricacies of contemporary educational environments is paramount to ensure effective intervention. Teacher preparation is imperative to face the novel educational challenges of this era.

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