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Published Article
EFFECT OF MOBILE LEARNING ON STUDENTS’ ACADEMIC PERFORMANCE IN SCIENCEBASED SUBJECTS IN SECONDARY SCHOOLS IN RIVERS STATE, NIGERIA
ABSTRACT
The method of teaching science-based subjects in junior secondary schools in Nigeria has become a concern. The study was motivated by persistent challenges in Basic Science instruction, where conventional teaching methods often fail to address students’ learning difficulties due to abstract concepts and limited access to practical demonstrations. Although mobile learning has gained global attention as a tool for enhancing science instruction, its application in Nigerian junior secondary schools remains limited, this study investigated the effect of mobile learning on students’ academic performance in Basic Science in secondary schools in Rivers State. A quasi-experimental design involving 64 JSS 2 students (40 males and 24 females) was adopted. Participants were assigned to experimental and control groups. The experimental group received instruction through mobile learning strategies, while the control group was taught using the conventional lecture method. Pretest and posttest scores were obtained using a validated Basic Science Achievement Test (BSAT). Data were analysed using mean, standard deviation, and analysis of covariance (ANCOVA). Results showed that students taught with mobile learning performed significantly better (18.09 ± 9.36) than those taught with conventional instruction (14.87 ± 8.87). Gender differences in performance were not significant, indicating that mobile learning supports equitable learning outcomes. The findings imply that mobile learning enhances understanding, engagement, and overall achievement in science. It is recommended that teachers incorporate mobile learning tools such as educational apps, videos, and interactive quizzes into Basic Science lessons. Furthermore, school administrators and policymakers should provide digital resources and continuous training to support effective mobile assisted instruction in junior secondary schools.
KEYWORDS: Mobile learning, academic performance, Basic Science, secondary schools, Rivers State
JOSEPH, Endurance Ayibatonye and EGUMA-NYEMS DUKE, Nene C
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