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Effectiveness of Using Mobile Technologies in Teaching and Learning

Effectiveness of Using Mobile Technologies in Teaching and Learning

Olalere Mudasiru Yusuf, Bolanle Idayat Lawal, Mary Bose Oyewusi
Copyright: © 2016 |Pages: 12
ISBN13: 9781466687899|ISBN10: 1466687894|EISBN13: 9781466687905
DOI: 10.4018/978-1-4666-8789-9.ch087
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MLA

Yusuf, Olalere Mudasiru, et al. "Effectiveness of Using Mobile Technologies in Teaching and Learning." Human-Computer Interaction: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, IGI Global, 2016, pp. 1782-1793. https://doi.org/10.4018/978-1-4666-8789-9.ch087

APA

Yusuf, O. M., Lawal, B. I., & Oyewusi, M. B. (2016). Effectiveness of Using Mobile Technologies in Teaching and Learning. In I. Management Association (Ed.), Human-Computer Interaction: Concepts, Methodologies, Tools, and Applications (pp. 1782-1793). IGI Global. https://doi.org/10.4018/978-1-4666-8789-9.ch087

Chicago

Yusuf, Olalere Mudasiru, Bolanle Idayat Lawal, and Mary Bose Oyewusi. "Effectiveness of Using Mobile Technologies in Teaching and Learning." In Human-Computer Interaction: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, 1782-1793. Hershey, PA: IGI Global, 2016. https://doi.org/10.4018/978-1-4666-8789-9.ch087

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Abstract

This chapter examines the effectiveness of using mobile technologies in teaching and learning in a Nigerian university. The study explores the techniques that guide undergraduate students to learn with digital support from mobile devices and wireless communication during their classroom activities. This research focuses on mobile phones because of their accessibility to students and lecturers. The researchers investigate the types of mobile application used by students, the time spent on using the devices for learning, and the effectiveness of using mobile technology in teaching and learning. The research is a descriptive cross-sectional survey. Three research questions are raised, and the respondents are 100 undergraduate students of the educational technology programme. Frequency count, percentages, and mean are used for data analysis. It is revealed that students often use their mobile phones for academic purposes, and the academic performance of students can be improved through the use of mobile phones to solve classroom questions. The time spent on using mobile phones for the learning process is also unveiled, and recommendations are made based on the researchers' findings.

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