Click, Reflect, Learn: Transforming WhatsApp into a Pedagogical Tool

Abstract

This study explores the integration of WhatsApp polls as a pedagogical tool to enhance engagement, critical thinking, and reflective learning among foundation students in a Business Management course at Universiti Teknologi PETRONAS (UTP). Recognising that many of these students come from non-business backgrounds with limited prior exposure to core concepts, the study addresses the need for low-stakes, accessible, and interactive learning strategies that extend beyond traditional classroom boundaries. A total of 18 WhatsApp polls were administered to 166 students across four academic disciplines, with poll design mapped to specific Course Learning Outcomes (CLOs). The study adopted an action research approach, incorporating descriptive data analysis to examine participation trends, reflective responses, and the role of real-time feedback. Four key independent variables were evaluated: Technology Integration, Reflective Learning, Instant Feedback, and Active Engagement, with Critical Thinking Ability serving as a mediating construct and Active Engagement as the primary learning outcome. Findings revealed consistently high student participation, with evidence of improved conceptual understanding and increased motivation to engage with course material beyond scheduled class hours. Student feedback further confirmed the effectiveness of WhatsApp polls in fostering deeper thinking and collaborative learning. The proposed conceptual framework illustrates how mobile-based interventions can effectively support foundational business education by bridging formal and informal learning environments. This study contributes to the discourse on mobile-supported learning in higher education by demonstrating the practical value of repurposing familiar digital platforms into structured learning tools. While limitations such as poll design constraints were noted, the study highlights the broader pedagogical potential of WhatsApp in shaping inclusive, reflective, and student-centred learning experiences.