Abstract:

A number of studies have examined the use of mobile apps in K-12 classrooms, however, a detailed analysis of factors that might influence the effectiveness of learning performance has yet to be conducted. The purpose of this study was to assess student and teacher-based factors that could influence the learning performance with mobile apps. A total of 722 students (females = 382, males = 339) from middle (n=333) and secondary (n=389) school mathematics (n=15) and science (n=18) classrooms participated in the students. Thirty-three teachers (females=25, males =8) conducted 33 classes that integrated the use of mobile apps. Learning performance was assessed after each class using teacher-created pre- and post-tests that included remembering, understanding, application, analysis and/or evaluation questions. The impact of five student-based factors (school level, gender, subject area comfort level, technology comfort level, grades, and attitudes toward mobile apps) and three teacher-based factors (gender, attitude toward mobile apps, teaching strategy) on student learning performance were assessed. School level, student attitudes toward learning with mobile apps, teacher gender, teacher attitudes toward learning with mobile apps, and teaching strategies were significantly related to gains in learning performance. Specifically, secondary school students, having a female teacher, positive student and teacher attitudes about learning and mobile apps, and teacher-led or individual use of mobile apps were associated with increase learning performance.

Keywords:

Mobile application, mobile apps, learning, middle school, secondary school, mathematics, science.