Mobile Collaboration Learning Technique on Students in Developing Nations
New and more powerful communications technologies
continue to emerge at a rapid pace and their uses in education are
widespread and the impact remarkable in the developing societies.
This study investigates Mobile Collaboration Learning Technique
(MCLT) on learners’ outcome among students in tertiary institutions
of developing nations (a case of Nigeria students). It examines the
significance of retention achievement scores of students taught using
mobile collaboration and conventional method. The sample consisted
of 120 students using Stratified random sampling method. Five
research questions and hypotheses were formulated, and tested at
0.05 level of significance. A student achievement test (SAT) was
made of 40 items of multiple-choice objective type, developed and
validated for data collection by professionals. The SAT was
administered to students as pre-test and post-test. The data were
analyzed using t-test statistic to test the hypotheses. The result
indicated that students taught using MCLT performed significantly
better than their counterparts using the conventional method of
instruction. Also, there was no significant difference in the post-test
performance scores of male and female students taught using MCLT.
Based on the findings, the following submissions was made that:
Mobile collaboration system be encouraged in the institutions to
boost knowledge sharing among learners, workshop and training
should be organized to train teachers on the use of this technique,
schools and government should consistently align curriculum
standard to trends of technological dictates and formulate policies
and procedures towards responsible use of MCLT.
[1] B. David, “Changing Course. Connecting Campus Design to a New
Kind of student. ” Design +Performance Report, Gensler, 2015, pp.2-3.
Retrieved from http://static1.gensler.com/uploads/documents/Changing_
Course_Survey_10_08_2012.pdf.
[2] F. Henard, “Learning our Lesson; Review of Quality Teaching in Higher
Education, Draft Report, Paris: OECD.
[3] P. Ramsden, “When I Grow Up I want to be Spoon Fed. Times Higher
Education. 11 August, 2011.
[4] M.G. Chad, “Using Social Media in the Classroom: A community
College Perspective.” American Sociological Association, vol. 41, no.2,
2013. Retrieved from http://www.asanet.org/footnotes/jan13/social_
media_0113.html
[5] S. Diego, “6 Teaching Techniques You Should Know!,” Examtime,
2013. Retrieved from http://www.examtime.com/blog/teachingtechniques/
[6] M. Dooly, “Constructing Knowledge Together.” In M. Dooly (Ed.),
Telecollborative Language Learning. A Guidebook to Moderating
Intercultural Collaboration Online. Bern: Peter Lang, 2008.
[7] M. Sharples, J. Taylor & G. Vavoula, “A Theory of Learning for the
Mobile Age.” In R. Andrews & C. Haythornthwaite (Eds.), The SAGE
Handbook of E – Learning Research, SAGE Publication: London, 2007,
pp.122 - 138.
[8] D. G. Oblinger & J. L. Oblinger, “Educating the Net Generation,”
Boulder: EDUCAUSE, 2005. Retrieved from
https://net.educause.edu/ir/library/pdf/pub7101.pdf.
[9] M. Prensky, “From Digital Immigrants and Digital Natives to Digital
Wisdom,” Innovate Journal of Online Education, vol.5, no.3, 2009.
[10] D. Lapp, T. D. Wosley, D. Fisher & S. Walpole “Technology on the
Frontier of Teacher Education.” In A. Hongsfeld& A. Cohan (Eds.),
Breaking the Mold in Preservice and Teacher Education, Lanham, MD:
Rowman & Littlefield, 2011, pp.113-122.
[11] M. Wilson, “Teaching, Learning and Millennials Students.” New
Directions for Students, vol.106, 2004, 59-71.
[12] U. Sekaran, “Research Methods for Business. A Skill Building
Approach.” John Wiley & Sons, New York, 2003. [13] S. H. Jin, “Implementation of Smartphone Based Blended Learning in an
EFL Undergraduate Grammer Course.” Multimedia- Assisted Language
Learning, vol.17, no.4, 2014, 11-37, doi: 10.15702/mall.2014.17.4.11.
[14] S. Shimon, B. Jennifer & C. James, “Taking Surveys with Smartphones:
A Look at Usage among College Students.” Center for Postsecondary
Research, Indiana University, 2014. Retrieved from
http://cpr.indiana.edu/uploads/College%20Student%20Smartphone%20
Usage%20-%20AAPOR%20May%2016%202014.pdf.
[15] P. Rambe & A. Bere, “Using Mobile Instant Messaging to Leverage
Learners Participation and Transform Pedagogy in a South African
University of Technology.” British Journal of Education Technology,
vol.44, no. 4, 2013, 555 – 561, doi: 10.1111/bjet.12057.
[16] Y. R. Adesope& C.G. Ogan, “Extent of Social Media Usage by Students
for Improved Learning in Tertiary Institution.” IOSR Journal of Mobile
Computing and Application, P-ISSN: 2394-0042, vol.2, no.2, 2015.
[1] B. David, “Changing Course. Connecting Campus Design to a New
Kind of student. ” Design +Performance Report, Gensler, 2015, pp.2-3.
Retrieved from http://static1.gensler.com/uploads/documents/Changing_
Course_Survey_10_08_2012.pdf.
[2] F. Henard, “Learning our Lesson; Review of Quality Teaching in Higher
Education, Draft Report, Paris: OECD.
[3] P. Ramsden, “When I Grow Up I want to be Spoon Fed. Times Higher
Education. 11 August, 2011.
[4] M.G. Chad, “Using Social Media in the Classroom: A community
College Perspective.” American Sociological Association, vol. 41, no.2,
2013. Retrieved from http://www.asanet.org/footnotes/jan13/social_
media_0113.html
[5] S. Diego, “6 Teaching Techniques You Should Know!,” Examtime,
2013. Retrieved from http://www.examtime.com/blog/teachingtechniques/
[6] M. Dooly, “Constructing Knowledge Together.” In M. Dooly (Ed.),
Telecollborative Language Learning. A Guidebook to Moderating
Intercultural Collaboration Online. Bern: Peter Lang, 2008.
[7] M. Sharples, J. Taylor & G. Vavoula, “A Theory of Learning for the
Mobile Age.” In R. Andrews & C. Haythornthwaite (Eds.), The SAGE
Handbook of E – Learning Research, SAGE Publication: London, 2007,
pp.122 - 138.
[8] D. G. Oblinger & J. L. Oblinger, “Educating the Net Generation,”
Boulder: EDUCAUSE, 2005. Retrieved from
https://net.educause.edu/ir/library/pdf/pub7101.pdf.
[9] M. Prensky, “From Digital Immigrants and Digital Natives to Digital
Wisdom,” Innovate Journal of Online Education, vol.5, no.3, 2009.
[10] D. Lapp, T. D. Wosley, D. Fisher & S. Walpole “Technology on the
Frontier of Teacher Education.” In A. Hongsfeld& A. Cohan (Eds.),
Breaking the Mold in Preservice and Teacher Education, Lanham, MD:
Rowman & Littlefield, 2011, pp.113-122.
[11] M. Wilson, “Teaching, Learning and Millennials Students.” New
Directions for Students, vol.106, 2004, 59-71.
[12] U. Sekaran, “Research Methods for Business. A Skill Building
Approach.” John Wiley & Sons, New York, 2003. [13] S. H. Jin, “Implementation of Smartphone Based Blended Learning in an
EFL Undergraduate Grammer Course.” Multimedia- Assisted Language
Learning, vol.17, no.4, 2014, 11-37, doi: 10.15702/mall.2014.17.4.11.
[14] S. Shimon, B. Jennifer & C. James, “Taking Surveys with Smartphones:
A Look at Usage among College Students.” Center for Postsecondary
Research, Indiana University, 2014. Retrieved from
http://cpr.indiana.edu/uploads/College%20Student%20Smartphone%20
Usage%20-%20AAPOR%20May%2016%202014.pdf.
[15] P. Rambe & A. Bere, “Using Mobile Instant Messaging to Leverage
Learners Participation and Transform Pedagogy in a South African
University of Technology.” British Journal of Education Technology,
vol.44, no. 4, 2013, 555 – 561, doi: 10.1111/bjet.12057.
[16] Y. R. Adesope& C.G. Ogan, “Extent of Social Media Usage by Students
for Improved Learning in Tertiary Institution.” IOSR Journal of Mobile
Computing and Application, P-ISSN: 2394-0042, vol.2, no.2, 2015.
@article{"International Journal of Business, Human and Social Sciences:71097", author = "Amah Nnachi Lofty and Oyefeso Olufemi and Ibiam Udu Ama", title = "Mobile Collaboration Learning Technique on Students in Developing Nations", abstract = "New and more powerful communications technologies
continue to emerge at a rapid pace and their uses in education are
widespread and the impact remarkable in the developing societies.
This study investigates Mobile Collaboration Learning Technique
(MCLT) on learners’ outcome among students in tertiary institutions
of developing nations (a case of Nigeria students). It examines the
significance of retention achievement scores of students taught using
mobile collaboration and conventional method. The sample consisted
of 120 students using Stratified random sampling method. Five
research questions and hypotheses were formulated, and tested at
0.05 level of significance. A student achievement test (SAT) was
made of 40 items of multiple-choice objective type, developed and
validated for data collection by professionals. The SAT was
administered to students as pre-test and post-test. The data were
analyzed using t-test statistic to test the hypotheses. The result
indicated that students taught using MCLT performed significantly
better than their counterparts using the conventional method of
instruction. Also, there was no significant difference in the post-test
performance scores of male and female students taught using MCLT.
Based on the findings, the following submissions was made that:
Mobile collaboration system be encouraged in the institutions to
boost knowledge sharing among learners, workshop and training
should be organized to train teachers on the use of this technique,
schools and government should consistently align curriculum
standard to trends of technological dictates and formulate policies
and procedures towards responsible use of MCLT.", keywords = "Education, communication, learning, mobile
collaboration, technology.", volume = "9", number = "10", pages = "3446-6", }