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The use of Mobile Learning as a Pedagogical Tool for Physics Education in Nigerian Senior Secondary Schools

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• Volume 6,Issue 1,Jan.,2019

Year:

2019

Type of Publication:

Article

Keywords:

Mobile Learning, Physics, Pedagogical Tool

Authors:

• AKINBOBOLA, Akinyemi Olufunminiyi

Journal:

IJIRES

Volume:

6

Number:

1

Pages:

100-109

Month:

January

ISSN:

2349-5219

BibTex:

@article{1478, author = "AKINBOBOLA, Akinyemi Olufunminiyi", abstract = "This study examined the use of mobile learning as a pedagogical tool for Physics education in Nigerian senior secondary schools. The study adopted non-randomized pretest-posttest control group in quasi experimental design. Multi-stage sampling technique was used to select four schools from Ife Central Local Government Area of Osun State, Nigeria. One hundred and twenty senior secondary two (SS 2) Physics students was used for the study in their intact class setting. The study made use of Achievement Test in Physics (ATP) with internal consistency of 0.81 using Kuder-Richardson formula 21. The data collected were analyzed using Analysis of Covariance with pretest scores as covariates. The results showed that Physics students taught with mobile learning achieved and retained significantly better than those taught with expository method. Also, non-significant difference was found between male and female Physics students taught with mobile learning. The finding also indicated that, the effect of instructional strategies is the same at all levels of gender. It is recommended among others that, without discriminating against sexes, Physics teachers should make use of mobile learning to teach various concepts in Physics in order to enhance students’ achievement and retention. Also, mobile learning will generate opportunities for the students to make contributions to their learning, develop concepts through collaborative interactions, and model individual plans to solve Physics problems", issn = "23495219", journal = "IJIRES", keywords = "Mobile Learning, Physics, Pedagogical Tool", month = "January", number = "1", pages = "100-109", title = "{T}he use of {M}obile {L}earning as a {P}edagogical {T}ool for {P}hysics {E}ducation in {N}igerian {S}enior {S}econdary {S}chools", volume = "6", year = "2019", }

Abstract:

This study examined the use of mobile learning as a pedagogical tool for Physics education in Nigerian senior secondary schools. The study adopted non-randomized pretest-posttest control group in quasi experimental design. Multi-stage sampling technique was used to select four schools from Ife Central Local Government Area of Osun State, Nigeria. One hundred and twenty senior secondary two (SS 2) Physics students was used for the study in their intact class setting. The study made use of Achievement Test in Physics (ATP) with internal consistency of 0.81 using Kuder-Richardson formula 21. The data collected were analyzed using Analysis of Covariance with pretest scores as covariates. The results showed that Physics students taught with mobile learning achieved and retained significantly better than those taught with expository method. Also, non-significant difference was found between male and female Physics students taught with mobile learning. The finding also indicated that, the effect of instructional strategies is the same at all levels of gender. It is recommended among others that, without discriminating against sexes, Physics teachers should make use of mobile learning to teach various concepts in Physics in order to enhance students’ achievement and retention. Also, mobile learning will generate opportunities for the students to make contributions to their learning, develop concepts through collaborative interactions, and model individual plans to solve Physics problems

Full text: IJIRES_1478_FINAL.pdf Online version [Bibtex]