MOBILE LEARNING AND SELF-STUDY PACKAGE EFFECTS ON NCE STUDENTS’ MATHEMATICS ACHIEVEMENT AND RETENTION

Abstract

This study examined the effects of mobile learning and self-study package strategies on achievement and retention in Mathematics among NCE I students in North-Central Nigeria. A quasi-experimental design with two experimental groups and one control group (lecture method) was used. The sample comprised 153 students (97 males, 56 females) from selected Colleges of Education. Pre-test scores established group equivalence. The Mathematics Achievement Test (MAT), validated by experts, had a KR-20 reliability coefficient of 0.79. After treatment, a retention test was administered two weeks later using reshuffled MAT items. Mean and standard deviation answered research questions, while ANOVA tested hypotheses at 0.05 significance. Results showed higher mean gains for students taught with the self-study package, followed by mobile learning. ANOVA indicated a significant difference among groups, F(2,153) = 10.423, p < 0.05, including retention scores. The study concluded that the self-study package was most effective and recommended adopting both innovative strategies in Colleges of Education.