EDUCATIONAL TECHNLOGY UNIT

DEPARTMENT OF SCIENCE AND TECHNOLOGY EDUCATION

UNIVERSITY OF IBADAN

NAME: ADELEKE OLUWATOSIN DORCAS

MATRIC NO: 170077

PROJECT TOPIC:

Effect of utilizing mobile learning strategy on Senior Secondary

School’s academic performance in Government in Ibadan North
local government, Oyo state

SUPERVISOR: DR. AKINYEMI A.L.

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 CHAPTER ONE
INTRODUCTION

1.1 BACKGROUND TO THE STUDY

The global Internet and mobile development of the 21st century are persistently
reshaping the social existence by fundamentally affecting the various levels of
communication, socialization, and information exchange. Information access and usage have
been significantly influenced by the adoption of mobile devices such as portable computers
(laptops), mobile phones, tablets, wearables, and similar devices. Such change is affecting the
entire user experience across various screens, devices, and channels (Adams, Burkholder,
&and Hamilton, 2015). With the worldwide popularization of mobile devices over the last
decade, interest in the educational use of mobile technologies and mobile devices has been
increasing. The rise of technology has given birth to a new breed of students who are
digitally inclined. They speak the digital language of computers; the Internet and they share
and produce digital contents such as blogs, digital images, video files and SMS messages
(Tribe, 2004 in Duncan-Howell and Lee 2007). They observe that these students are growing
with a glut of electronic media use and this differentiates them from previous generations of
students whose learning experiences were dominated by text in books and journals. As they
consume more images and sounds along with the text that they learn, they also interact with
the technology more than previous generations. These students have enormous access to
digital technology and they display a fluency and familiarity with the new technology. When
the internet usage goals checked, it is seen that the internet is used for social media, again
ranks the first, followed by video watching and newspaper &and magazine reading. Thus, it
has become inevitable that the devices used by the nowadays students are now used in
education (Ira 2019).

Various mobile devices provide educational opportunities for students to access

course content and interact with both lecturers and student colleagues regardless of their
physical location (Gikas&andGrant 2013). These technological developments have motivated
both educators and researchers alike to take a pedagogical view on developing educational
applications for various types of mobile devices in order to promote teaching and learning.
Mobile learning is a specific learning environment that takes advantage of mobile
technologies through handheld devices and wireless networks (Bilos et al 2017). Mobile
learning can be said to be relatively new in Nigeria, this method of learning is formed by the

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joint use of mobile tools and technologies that have enabled the learning without any time or
place restrictions (Ira, 2019). Mobile learning can be perceived as an independent part of e-
learning (Park, Nam &and Cha 2012) which enables Mobile technologies enable students and
educators to share information and communicate easily. The capacity for mobile learning
centers around the smartphone and to some extent the tablet. Early exploration of mobile
learning began with the use of devices to enhance the learning experience through
asynchronous activities, content creation, and being a flexible in-class tool for reference and
exploration (Horizon report 2019). Mobile learning has been seen to shift focus from teachers
centered learning to students centered learning as it allows students to learn at their own pace
and comfortability. Education can therefore be practiced everywhere and every time without
any restrictions and beyond borders. The rise of the use of technological tools in society has
increased the importance and applicability of mobile learning via mobile phones, mini
phones, cell phones, Personal Digital Assistants (PDAs), Mp3 players, portable games,
handhelds, tablets and laptops and smart digital devices. With the prevalence of mobile
phones and more especially its handiness and its easy access to information for young people,
especially secondary school students, it is obvious that these developments in information
and communications technologies (ICT) and evolving learner behaviours require educators to
continuously review their approaches to pedagogy. With the increasing availability of low-
cost mobile phones, it seems appropriate to focus on the potentials of using the mobile
technologies in teaching and learning practices in making education more accessible, more
efficient, more cost-effective, and more enjoyable.

Government as an academic field of study can be defined as the study of

agencies political institutions and dynamics of the state. It also studies international
organizations of which the state has membership and the relationship between the state and
other states in the world. The teaching and learning of Government has several benefits for
the learners. It facilitates suitable character development in students. Proper teaching of
concepts such as Election, citizenship, democracy, fundamental human rights, rule of law and
nationalism accelerates the positive molding of students’ attitudes and character into
responsible Nigerian citizens. The study of Government also provides rigorous intellectual
training, which prepares students for higher education in courses such as law, political
science, international relations and public administration and it also facilitates the
development of the spirit of patriotism and nationalism in students. The teaching and learning
of the subject matter of Government facilitates the inculcation of civic attitudes in Nigerian

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students. Learners are taught vital civic attitudes required for a free democratic, just and
egalitarian state. This also engenders in them respect for the worth and dignity of their fellow
citizens and better human relationships. Such attitudes as casting of votes, justice, obedience,
legality, fair play, tolerance, love for fellow Nigerian citizens, humility, respect for law and
order, fundamental human rights, rule of law and payment of taxes are essential for peace,
stability and advancement of the Nigerian nation-state (Lysias 2015).

The teaching and learning of Government especially in Nigeria is characterised

mainly by traditional teaching method where the teacher is seen to be the sole proprietor of
knowledge. Teachers often use board and chalk strategy to in teaching Government in the
classroom because they are usually unable to access the materials and resources needed as
most are usually kept at the National museum and archives. Meanwhile, there are a variety of
technology-driven teaching strategies that could make the students learn better. This
technology-driven strategies includes Flipped learning, blended learning, collaborative
learning, students’ generated contents and many others. In teaching of Government, teachers
sometimes use visual materials, which appeals only to the sense of seeing such as, still
pictures, maps, charts, diagrams, cartoons, illustrations, chalkboards, bulletin boards, posters,
textbooks, magazines, newspapers and journals. They also use audio-materials; these are
resources that are mostly used by listening. Their output could be increased or decreased in
volume. In spite of the value of these instructional materials for the effective teaching and
learning of Government, they are barely available in Nigerian Senior Secondary Schools
(Lysias 2014). In recent years, cell phones and other mobile devices have at times been
banned in public school classrooms due to the potential disruptions that could arise. Many
believed mobile devices to be a problem because of potential student abuse, such as cheating,
texting, and other distractions. However, with the use of mobile learning via mobile devices,
when used appropriately, may impact students’ academic achievement, as well as students’
dispositions towards the teaching and learning of government in senior secondary schools.
The portability and memory capacity of some of these mobile devices makes it easier for
learners to keep materials for viewing whenever and where ever it seems conducive for
them.

Using mobile devices to teach by creating contents provides a dynamic way for
Government teachers to present new ideas to learners. The integration of mobile technology
into teaching and learning of government is expected to have great influence on the
experience and performance of learners. Mobile learning helps in promoting innovation in

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education via information technology, not only does mobile devices support traditional
lecture-style teaching, but through convenient information gathering and sharing it can also
promote innovative teaching methods such as cooperative learning (Lan, Sung, &and Chang,
2007; Roschelle et al. 2010), exploratory learning outside the classroom (Liu, Lin, Tsai, &and
Paas, 2012), and game-based learning (Klopfer, Sheldon, Perry, &and Chen, 2012). The
traditional learning process can be enriched and developed through the usage of mobile
devices]. Mobile learning is not a substitute for existing learning devices, but an extension for
learning in the new environment with new and improved capabilities (Miangah and Nezarat
2012). Therefore, mobile technologies have great potential for facilitating more innovative
educational methods. Simultaneously, these patterns in educational methods will likely not
only help subject content learning, but may also facilitate the development of communication,
problem-solving, creativity, and other high-level skills among students (Warschauer 2007).

1.2 STATEMENT OF THE PROBLEM

Government is a recognized subject of study in Nigerian Senior Secondary Schools. The

study of Government provides rigorous intellectual training, which prepares students for
higher education in courses such as law, political science, international relations and public
administration. It contains facts, theories, concepts and methodology, which aids logicality in
thinking, critical thinking and rationalization which also promotes the understanding of the
dynamics of the Nigerian political system. However, despite the imperativeness and
significance of the subject especially in this democratic dispensation, there are several factors
inhibiting the effective teaching and learning of Government in Nigerian Senior Secondary
Schools among which are the problem of teaching strategy where students are mostly taught
using the conventionalboard and chalk strategy to teach Government in the classroom, the
non-availability of resource centers where material and artifacts that can be used to teach is
made accessible to the teachers and learners to aid better understanding of the concepts in
Government. Consequently, the teaching and learning of the subject becomes abstract, boring
and uninteresting which makes most of the students detest the subject. Notwithstanding how
well trained a Government teacher may be, without the proper use of relevant instructional
resources and strategy, he or she might find it difficult to achieve the goal.teaching
effectively.

1.3 SCOPE OF THE STUDY

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The study examined the effect of utilizing mobile learning mobile learning strategy on Senior
Secondary School 2 students’ academic performance in Government in Ibadan North local
government, Oyo state.

1.4 RESEARCH HYPOTHESEIS

1. There is no significant effect of Mobile learning strategy on Students’ academic

performance.

2. There is no significant effect of gender on students’ academic performance.

3. There is no significant effect of Mobile learning strategy and gender on students’ academic
performance.

1.5 SIGNIFICANCE OF THE STUDY

This study will benefit both Government, teachers, the students and other stakeholders in
educational institution in integrating mobile learning strategy in teaching and learning of
government in senior secondary school most especially for concepts that are abstract and time
consuming.

1.6 OPERATIONAL DEFINITION OF TERMS

Mobile learning: A means of accessing learning contents anywhere and anytime using
mobile devices.

Smartphone: A handheld device that is used for communication, surfing the web using the
internet and can run various mobile application.

Mobile learning template: A framework used for designing contents in mobile learning.

Achievement: The performance outcome of students after the completion of a learning

content.

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 CHAPTER THREE

METHODOLOGY

This chapter presents the research design adopted for the study, the variables of the study,
selection of participants, research procedure and method of data analysis.

3.1 RESEARCH DESIGN

This study will adopt a pretest-posttest control group quasi experimental research design to

Quasi-experimental design was used to determine the effect of utilizing mobile learning in
the teaching and learning of government. It adopts the pretest-posttest equivalent groups were
employed for both groups. They were implemented as illustrated as follows:

Experimental Group: O1 X1 O2

Control Group: O3 C1 O4

Where:

O1, O3= Pretest

O2, O4= Post test

X1= Treatment (Mobile learning)

C1= Control (Conventional)

3.2 VARIABLES IN THE STUDY

The variables of the study are:

Independent variable: Mobile learning strategy

Moderating variable: Gender moderated at two levels: male and female students

Dependent variables: Students’ Academic Achievement

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3.3 SELECTION OF PARTICIPANTS

The population of this study would be made up of students of senior secondary school two
(SS 2) in public secondary schools in Ibadan North local government. Two Senior Secondary
schools would be randomly selected, one for experimental group and the other for control
group. Selection of participants would be based on willingness to participate in the study due
to the nature of the experimental group (the use of smartphones, accessibility to internet
facilities and parental consent) while intact class would be used for the control group.

The criteria for participation would be based on:

i. Students’ access to a smartphone

ii. Willingness of the students to participate in the study.
iii. Parental consent.

3.4 RESEARCH INSTRUMENT

3.4.1 Academic Achievement Test (AAT): This instrument would be designed to measure
students’ academic performance. It is divided into two sections. Section A was designed to
collect the Students’ demographic information such as the name, gender and name of school,
Section B contains 20 multiple options A-D derived from the topic selected for this research.
Twenty (20) marks were assigned for the multiple options section.

3.4.2 MOBILE LEARNING TEMPLATE

This learning procedure consists of video-based presentation of contents on the selected

government topic for this study and use of images and pictorial representation of concepts
which can be accessed and usable on a mobile device in consideration of devices storage
capacity. The mobile devices to be used by the participant should have access to internet,
video and audio features, text and camera so as to capture the media formats to be used by
each module. The selected topic would be broken down into modules which will later be
divided into bits of information presented as frame. The instructional objectives would be
introduced at the beginning of each lesson. The contents will be presented step by step to
show the movement from simple to complex. At the end of each module, there would be an
assessment and immediate feedback for the students.

TOPIC: THE ELECTORAL PROCESS

WEEK MODULE INSTRUCTIONAL PHONE MEDIUM

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 OBJECTIVES FEATURE OF
DELIVERY
WEEK 1. ELECTORAL 1. At the end of the Video Send video
ONE SYSTEM lesson, students Powerpoint to the
2. TYPES OF should be able to slides students
ELECTION define electoral through
3. TYPES OF system. Whatsapp.
ELECTORAL 2. Students should
SYSTEM be able to list and
explain four
types of election.
3. Students should
be able to list and
explain five types
of electoral
system.
WEEK 1. FRANCHISE At the end of the Images Whatsapp.
TWO 2. TYPES OF lesson: Video
FRANCHISE 1. Students Powerpoint
should be Slides.
able to define
Franchise.
2. Mention two
types of
franchise.
3. State the
merit and
demerits of
each types of
franchise.

WEEK 1. ELECTORAL At the end of the lesson, Images Whatsapp

THRE COMMISSION students should be able Video
E 2. FEATURES OF to: Powerpoint
ELECTORAL 1. Define electoral slides.
COMMISSION commission
3. FUNCTIONS 2. State 5 features
OF of an electoral
ELECTORAL commission
COMMISSION 3. Explain 5
4. PROBLEMS OF functions of an
ELECTORAL electoral
COMMISSION commission
4. Mention the
problems of
electoral
commission.
WEEK REVISION REVISION REVISION REVISION
FOUR

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3.4.3 MOBILE LEARNING VALIDATION SCALE: A rubric would be designed for this
purpose on the quality of content, frames development, video quality, audio and image
quality, engagement/interactivity.

3.4.4 VALIDATION OF THE MOBILE LEARNING TEMPLATE

The mobile learning templates Would be subjected to face validity through reviews by
experts in the field of Educational Technology at the department of Science and Technology,
University of Ibadan to check the technicality and appropriateness. It would also be subjected
to content validity to be reviewed by subject expert.

3.5 VALIDATION OF THE INSTRUMENTS

3.5.1 Validation of AAT: The test would be based on three levels of domain which are
comprehension, application, and knowledge. Two government teachers in different senior
secondary schools would be shown the draft of the test to determine it suitability for the
target population and to ascertain it face and content validity.

3.5.2 RELIABILITY OF AAT: The test would be administered to 20 senior secondary

school two (SS2) students of a separate local government which will be analysed and
considered reliable at 0.75 Alpha level of significance.

3.6 RESEARCH PROCEDURES

Step one: This has to do with development of mobile learning template ensuring that it the
aligns with the curriculum.

Step two:

Week 1: Visit to the selected schools to obtain permission from authority, students who have
access to mobile phones, parental consent to release phones to the participants and assigning
of groups into Experimental and control groups.

Week 2: Administration of pretests to senior secondary school 2 students.

Week 3-5: The implementation of the mobile learning template.

Week 6: Students revision.

Week 7: Administration of posttest.

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3.7 METHOD OF DATA ANALYSIS

Qualitative approach and quantitative approach would be used in analyzing the data
collected. The descriptive statistics to be used include frequency count, percentages, standard
deviation and mean score would be used to analyse the demographical information of the
participants to know the percentage of male and female students and all the research
hypotheseis will be tested using Analysis of covariance (ANCOVA). The effect would be
considered significant at 0.95 level of significance.

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