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Mobile-Assisted-Learning Approach in Enhancing the Student Teacher's Vocabulary and Usage of Mobile Phone

Mobile-Assisted-Learning Approach in Enhancing the Student Teacher's Vocabulary and Usage of Mobile Phone

Jagannath K. Dange
Copyright: © 2018 |Pages: 15
ISBN13: 9781522539490|ISBN10: 1522539492|EISBN13: 9781522539506
DOI: 10.4018/978-1-5225-3949-0.ch017
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MLA

Dange, Jagannath K. "Mobile-Assisted-Learning Approach in Enhancing the Student Teacher's Vocabulary and Usage of Mobile Phone." Handbook of Research on Mobile Technology, Constructivism, and Meaningful Learning, edited by Jared Keengwe, IGI Global, 2018, pp. 316-330. https://doi.org/10.4018/978-1-5225-3949-0.ch017

APA

Dange, J. K. (2018). Mobile-Assisted-Learning Approach in Enhancing the Student Teacher's Vocabulary and Usage of Mobile Phone. In J. Keengwe (Ed.), Handbook of Research on Mobile Technology, Constructivism, and Meaningful Learning (pp. 316-330). IGI Global. https://doi.org/10.4018/978-1-5225-3949-0.ch017

Chicago

Dange, Jagannath K. "Mobile-Assisted-Learning Approach in Enhancing the Student Teacher's Vocabulary and Usage of Mobile Phone." In Handbook of Research on Mobile Technology, Constructivism, and Meaningful Learning, edited by Jared Keengwe, 316-330. Hershey, PA: IGI Global, 2018. https://doi.org/10.4018/978-1-5225-3949-0.ch017

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Abstract

Mobile learning facilitates delivery of learning using portable electronic devices. This study investigated the effectiveness of mobile assisted learning in the development of vocabulary and usage of mobile phone. Specifically, the primary objectives of the study were to compare the effectiveness of Mobile Assisted Learning Approach and Conventional Learning Approach with reference to Vocabulary and Usage of Mobile Phone and also to analyze the interaction between treatments with gender and subject background in reference to developing vocabulary and usage of mobile phone. Mobile Assisted Learning Approach was found to be more effective in developing Vocabulary and Usage of Mobile Phone. The study has broad implications for student teachers of the professional colleges. These findings should be taken into consideration educational administrators in secondary and higher education teacher training institutions.

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