EFFECT OF MOBILE LEARNING APP ON UNDERGRADUATES’ PERFORMANCE IN GNS THROUGH A BLENDED LEARNING APPROACH
TABLE OF CONTENTS
Title Page i
Declaration ii
Approval Page iii
Dedication iv
Abstract vi
Table of Contents vii
CHAPTER ONE: INTRODUCTION
1.1 Introduction 1
1.2 Background of the study 3
1.3 Statement of the General Problem 4
1.4 Objective of the study 5
1.5 Significance of the study 5
1.6 Statement of hypothesis 6
1.7 Scope of the study 6
1.8 Limitation of the study 7
1.9 Definition of terms 7
CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction 9
2.1 Review of related literature 9
2.2 Theoretical framework
2.3 Summary of review 33
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction 35
3.2 Research design 35
3.3 Area of study 35
3.4 Population of the study 36
3.5 Sample size 36
3.6 Instrument for data collection 36
3.7 Reliability of the instrument 37
3.8 Validity of the Instrument 38
3.9 Method of data Collection 38
3.10 Method of Data Analysis 39
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Introduction 41
4.2 Characteristics of the respondents 41
4.3 Presentation of Data Analysis 43
4.4 Discussion of Findings 48
4.5 Summary of findings 49
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary 51
5.2 Conclusion 52
5.3 Recommendation 53
Biography 54
Appendix 56
Abstract:
The integration of technology in education has revolutionized traditional learning methods and opened up new avenues for enhancing student engagement and performance. This study investigates the impact of a mobile learning app on undergraduate students’ performance in General Studies (GNS) courses, employing a blended learning approach.
A blended learning approach combines face-to-face instruction with online learning resources, providing students with flexibility in accessing educational materials and engaging in interactive activities. In this study, a mobile learning app was developed specifically for GNS courses, offering a range of multimedia content, quizzes, and collaborative learning features.
The research methodology involved a controlled experiment conducted with undergraduate students from multiple disciplines. The participants were randomly assigned to two groups: the experimental group, which utilized the mobile learning app in addition to traditional classroom instruction, and the control group, which received only traditional classroom instruction.
Various performance indicators, including test scores, assignment grades, and overall course outcomes, were collected and analyzed to assess the impact of the mobile learning app on students’ academic performance. Additionally, qualitative data such as surveys and interviews were used to gather insights into students’ perceptions and experiences with the mobile learning app.
Preliminary findings suggest that the integration of the mobile learning app in a blended learning environment positively influenced undergraduates’ performance in GNS courses. Students in the experimental group exhibited improved test scores, higher assignment grades, and higher overall course outcomes compared to the control group. Moreover, qualitative feedback indicated that students found the mobile learning app to be engaging, interactive, and beneficial for self-paced learning and knowledge retention.
This study contributes to the growing body of research on the effectiveness of mobile learning apps in higher education. The findings highlight the potential of integrating mobile technology into traditional classroom settings to enhance students’ learning experiences and academic performance. The implications of these findings can guide educators and policymakers in effectively leveraging mobile learning apps and blended learning approaches to optimize undergraduate education in various disciplines.
EFFECT OF MOBILE LEARNING APP ON UNDERGRADUATES’ PERFORMANCE IN GNS THROUGH A BLENDED LEARNING APPROACH, GET MORE EDUCATION PROJECT TOPICS AND MATERIALS