Students' perceptions towards mobile learning and its influence on students' learning achievement

Abstract

This action research investigates the impact of mobile learning on geography education, employing a mixed methods approach. A quasi-experimental design consisting of pre-test and post-test measures was employed. Data were gathered using a geography learning achievement test, a survey questionnaire, and semi-structured interviews. Purposive sampling was employed to select 70 students from class Eight, with 35 in each of the control (CG) and experimental groups (EG). The intervention incorporated mobile devices in the EG's geography learning, while the CG was taught using traditional methods. The quantitative data were analyzed using descriptive statistics and inferential statistics, while qualitative data were analyzed using thematic analysis. The findings are presented in two phases. In the quantitative phase, both an independent and paired sample t-test revealed no significant difference between CG and EG in the pretest. However, a post-test showed a substantial difference, favoring the EG with a large effect size (d = 1.02). Both the quantitative and qualitative phases explored students' perceptions, revealing strong positive perceptions towards mobile learning (M = 4.26, SD = .49). Furthermore, Pearson's correlation analysis indicated a moderately positive correlation (r = .637) between students' perceptions and post-test scores, suggesting a relationship between positive perceptions and improved learning achievement. This AR concludes with implications and recommendations for future research.