Abstract
The researcher investigated the predictive potency of students’ engagement in mobile electronic technology learning (MET-LEARNING) on their academic performance and its implication on gender. The study employed the correlation survey research design, and the population comprised 9195 third year students in two public universities in Enugu state, Nigeria. A sample of 384 respondents used for the study was drawn from the population using multi-stage sampling procedure. Two instruments named: “Students’ Engagement in MET-learning Questionnaire (SEMETLQ) and Students’ Academic Performance Proforma (SAPP)”, were developed by the researcher and used for data collection. The instruments were FACE-VALIDATED by experts. The SEMETLQ was subjected to reliability analysis using Cronbach Alpha method. Data collected were analyzed using multiple regression analysis. The null hypothesis was tested at at 0.05 level of significance. The result shows a coefficient of determination (R2) of 0.77, indicating that 77% of variation in students’ academic performance is attributable to their engagement in MET-learning. The result of the study also shows that gender does not significantly moderate the prediction of students’ academic performance by their engagement in MET-learning. Based on the findings, it was recommended that: students should endeavour to engage actively in MET-learning, discover learning task and communicate with other students about class instructions through their electronic mobile devices, both inside and outside the classroom in order to improve their academic performance. Education administrators and government should encourage and support programs that will duly consider teaching and assessment of students’ engagement in MET-learning in order to promote academic performance in schools.
Presenters
Ifesinachi Jude EzugwuLecturer II, Science Education, University of Nigeria, Nsukka, Enugu, Nigeria
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
MET-LEARNING, ACADEMIC PERFORMANCE, GENDER
