With the advancement of the Tablet PC technology and the constant release of new APPs, the application of information technology about instruction has become more convenient than before. Today, the class hours for geography are limited, and most teachers are responsible for several classes and a large number of students. It is hard for teachers to get hold of each student’s learning status. Besides, the geography instruction is mainly based on the traditional didactic teaching method, in which two-way interactions are insufficient and students active participation is also very lacking. The interactive response system, by students interactive feedback, the teachers can understand what they learn and know student’s learning status. Moreover, it can increase class interactivity, students’ class participation, and learning motivation. It also improves the effectiveness of full-class instruction in which students are grouped by student teams-achievement divisions (STAD), and also promote learning cooperation among students. 　　Therefore, this study used STAD as a teaching strategy and applied Nearpod, an interactive response application, for ninth-grade students. The objective was to examine the effectiveness of this teaching model in improving students’ geography learning effectiveness. The action research approach was adopted. An improvement plan was implemented for two cycles. According to two students’ regular geography test scores, students’ learning experience responses, students’ learning profiles, interview records, the teacher’s teaching journal, and the co-teacher’s observation records, we analyzed quantitatively and qualitatively. Conclusions of this study were as follows: 1. Applying STAD and an interactive response application in the geography instruction enhanced the students’ learning achievements. 2. Applying STAD and an interactive response application in the geography instruction improved the students’ learning experiences. 3. Proper use of an interactive response application can lead to effective teaching and increase more teacher-student interactions. 4. Constant modification through action research is an approach to develop a suitable teaching model. 　　Based on the above conclusions, this study proposed suggestions for geography teachers and future researchers.