Mobile Learning

This study focuses on investigating the role of mobile learning apps in improving chemistry student's understanding of chemistry in Nigerian universities aiming to assess its impact on Chemistry students' Understanding. Four research questions guided the investigation, exploring the role mobile learning apps play in students' ability to recall facts, understand Chemistry concepts, conceptualize practical and motivation to learn Chemistry. This study employed a survey research design, which enabled researchers to make generalizations about the entire population based on the sample data. The population of the study consisted of 216 students. A sample of 100 students was selected from this population using simple random sampling. A 20-item questionnaire was designed to gather information from respondents. This questionnaire was validated by the researcher's project supervisor and two other lecturers. Additionally, a pilot test was conducted to determine the reliability of the questionnaire, which yielded a Cronbach Alpha coefficient of 0.701. Data were collected through questionnaire administration and the collected data underwent careful organization and tabulation to ensure clarity and accessibility, and were then analyzed to draw meaningful conclusions. Through a thorough analysis on the study guided by four research questions, the findings gotten revealed a positive impact of mobile learning apps in students' ability to recall facts, understand Chemistry concepts, conceptualize practical and students' motivation to learn Chemistry. The study recommends that lecturers promote the use of mobile learning applications that support memory recall and provide interactive tools for chemistry practical. Continuous research and investment are necessary to improve existing applications and align them with students' learning needs. Educational stakeholders should also promote awareness of the benefits of mobile learning applications. The study concludes that these applications significantly improve chemistry students' understanding and learning outcomes, making them a valuable tool in chemistry education.

This study investigated the effect of the Seek by iNaturalist application on students’ interest and achievement in Ecology among senior secondary school students in Ovia North East Local Government Area. The research was motivated by the need to improve students’ engagement and academic performance in Ecology, a topic often considered abstract and difficult to relate to real-life environmental issues. The study was anchored on Constructivist Learning Theory and adopted a quasi-experimental research design.

A sample of 68 SS I students drawn from two intact classes in co-educational schools participated in the study. The experimental group was taught using the Seek App, while the control group received instruction through the conventional lecture method. Data were collected using the Ecology Achievement Test (EAT) and Ecology Interest Inventory (EII), with reliability coefficients established through Cronbach’s Alpha values of 0.74 and 0.81 respectively. Data analysis was conducted using descriptive and inferential statistics, including mean, standard deviation, independent t-test, and Analysis of Covariance at a 0.05 level of significance.

The findings revealed no significant difference in the pretest mean scores of the experimental and control groups, indicating similar entry behavior before treatment. Posttest results showed that students exposed to the Seek App recorded higher mean achievement scores than those taught using the conventional method, although the difference was not statistically significant. However, a significant improvement in students’ interest in Ecology was observed among those taught with the Seek App. The study also found no significant difference between male and female students in both achievement and interest, and no interaction effect between gender and instructional method.

The study concluded that mobile-assisted learning through the Seek App enhances students’ interest and supports learning in Ecology regardless of gender. It recommends the integration of mobile learning tools into the Biology curriculum, provision of adequate technological infrastructure in schools, and continuous teacher training on the effective use of educational technologies.