Perception of mobile phone learning to improve grade 12 students’ performance in high schools in South Africa

Abstract

The purpose of the study was to investigate the perception of mobile phone learning to improve mathematics performance in grade 12 for high schools located in the Secunda area of Mpumalanga, South Africa. This study employed quantitative research methodology. Data was collected from 170 purposively sampled participants from high schools in Secunda using survey questionnaires. Participants were accessed through email and WhatsApp to ensure maximum reach. The collected data was analysed using statistical data analysis software’s like SPSS and AMOS to test the hypotheses and structural equation model. The study findings revealed a significant correlation between perceived mobile phone learning and improved mathematics performance. The hypotheses regarding mobile learning adoption, usage of mobile learning, and internet accessibility were supported and significant. However, the hypothesis concerning learners' and educators' resistance was not supported. This indicates that students who interact with educational materials via mobile devices have the potential to achieve positive results in mathematics and academic excellence. In addition, the study highlighted various challenges faced by students, such as internet connectivity issues, digital literacy, and distractions, which may be associated with mobile phone use when learning. The findings underscore the importance of stakeholder collaboration in improving learning through the implementation of mobile learning techniques and the creation of curricula to create an atmosphere favourable for performance in mathematics. This study provides critical information on how mobile learning can be used to improve outcomes in mathematics and other science-based subjects in an ever- changing digital landscape. A longitudinal study was recommended by the study on mobile learning and the importance of training teachers on mobile learning platforms to be effective and on how they can build atmosphere conducive for learning to improve outcomes.