Mobile Device vs.

Traditional Teaching: An Investigative Research among 1st

Year Highschool Students of UC Main in terms of their Academic
Performance.

Subject: Socio 102 Schedule: 7:30-8:30 MWF

Submitted to: Mr. Orlando Magno Submitted by: Group 5

Output Distribution
Lorenz Gelaga
Abstract
Introduction
Dave Ceasar Cabellon
Statement of the Problem
Methodology
Data Analysis and Interpretation
Kareen Joy P. Belicario
Results and Conclusion
Recommendation
References

Date of Submission: May 17, 2023

 Abstract
This study investigates how first-year high school students' academic
performance relates to the use of mobile learning applications versus traditional
teaching methods. The study incorporated qualitative research. A mobile learning-
based strategy was used in mobile learning group (n = 20), while the traditional
learning group participated in a lecture-based classroom (n = 20).The effectiveness
of learning and satisfaction of students using a mobile game to learn about the
water cycle were compared with the regular lesson in the classroom. The mobile
game combines augmented reality (AR) minigames with non-AR minigames and
offers multiple ways to interact with it. Both the mobile game and the conventional
classroom lesson covered the same material. The analyses revealed that the
students learned a lot about the water cycle, regardless of the method used. The
mobile game was more satisfying to the students than the lessons, according to the
analysis of the motivational outcomes. This suggests that games of this type could
be used as a tool in primary schools to supplement student's lessons since the
mobile game achieved similar learning results and a higher motivational effect than
the classroom lesson.
Introduction
The debate over whether mobile devices can replace traditional teaching
methods has been ongoing for several years. While some argue that mobile devices
have the potential to disrupt traditional teaching methods by offering more
personalized and flexible learning experiences, others believe that they cannot
replace face-to-face interactions and the importance of socialization in traditional
teaching environments. According to a research study, mobile devices (specifically
smartphones and tablet computers) aim to change the way of learning and teaching
methods innovatively (Kuzu, 2014; Middleton, 2015). However, it is indicated that
mobile learning cannot replace with formal education but offers methods to
support learning outside of the classroom and brings advantages for different
interactions (Sharples, Taylor & Vavoula, 2010). Thus, is important to note that
mobile devices are not a one-size-fits-all solution and should be used in
conjunction with traditional teaching methods to maximize their effectiveness and
provide a well-rounded learning experience.
Studies on mobile learning focus on how learners on the move gain new
knowledge, skills and experiences (Sharples et al., 2009). Rapid development of
mobile technologies brings some disadvantages to researchers and learners as well.
Learners devote time to get used to the characteristics of the new device.
Researchers face challenges carrying out longitudinal studies. People, who have
mobile devices, desire to use these devices in mobile learning settings for their
personal needs, which poses challenges to researchers on having control over
variables (Pachler, 2009).
Corollary to the above concept, the purpose of this study is to give
importance to the academic performance of the students and to look at the possible
effects of mobile device and analyze each effect further.
Statement of the Problem
This study aims to investigate the effects of mobile learning applications on
first-year students of University of Cebu- Main Campus in terms of their academic
performance. The result of this investigation will be the basis of the formulation of
guidelines in the organization, implementation, and development of mobile
learning application to enhance the student's academic performance. More
importantly we intend to answer the following questions:
1. What is the demographic profile of the participants in terms of
a. Age
b. Gender
c. Mobile Device used
2. What is the result of the Water Cycle Exam?
3. What is the result of Academic Motivation Scale?
4. Based on findings, what recommendations can the researchers propose?
Methodology
Participants
 The study consist of first year high school students of University of Cebu-
Main Campus who voluntarily participated in this research study. These students
were given the opportunity to use their own mobile device.
Research Design
In this study, qualitative design was used as research method (Cohen,
Manion & Morrison,2013). Both groups have received 50% theoretical and 50%
practical application about water cycle. Learning contents were accessible for both
groups through a learning management system. The dependent variables of the
research are academic performance and motivational outcomes. The independent
variables were mobile learning and traditional learning conditions.

Mobile learning group (20 students): This group were given a link for water
cycle game which consists of educational contents and game levels to assess
their knowledge. The lowest point of the assessment was 5 and the highest is
10. Learning management system and learning contents were also available
for this group.
Traditional learning group (20 students): This group were taught in a
classroom setting. Learning management system and learning contents were
also available for this group however, a written examination was distributed.
The lowest point of the assessment was 5 and the highest is 10.

Motivational outcome were determined through the use of Academic

Motivation Scale developed by Bozanoğlu (2004) was used to determine the
academic motivation levels first year high school students in terms of using mobile
device. The measurement tool is 5-point Likert-type (1=definitely not suitable;
5=definitely suitable) and consists of 20 items. The lowest 20 points and the
highest 100 points can be obtained from the scale. Higher scores mean that
academic motivation will increase.
Data Analysis and Interpretation
Both group’s demographic and mobile awareness information were collected
through a questionnaire. Of the respondents, 44% were male and 56% were female,
52.1% were aged 12 and 47.9% were aged 13. In terms of mobile device used,
73% of which have a smart phone, which shows that most students were familiar
with mobile phones and applications. However, only 27% of them have a tablet
computer, which may mean that students could face difficulties using tablet
computers. Almost half of the students stated that they carried out e-learning
activities via mobile devices. Additionally, 38% of mobile learning group and 62%
of traditional learning group indicated that they want to use mobile learning
applications in practical activities.
On the exam provided, 89% got a perfect score of 10 points and 11% got 5
points below for both mobile device learning group and traditional learning group.
This indicates that the without regarding to the approach taken, the analyses
showed that the students gained a lot of knowledge about the water cycle.
Table 1 provides a summary of students’ responses on the effectiveness of
online learning. It was found that 92.9% (n=37) of the respondents agreed
(moderately agree; agree; strongly agree) that they felt comfortable and eligible to
use electronic devices for online learning. Also, it was found that they highly
agreed that (93%, n=38) they were comfortable using electronic communication
equipment.
Table 1: Academic Motivation Scale Results
However, in terms of effectiveness, the respondents expressed that conventional
learning (faceto-face) is highly important (98%, n=39.2). Interestingly, 98% of
respondents (n=39.2) felt that learning face-to-face is more effective than online
learning. It was also found that they disagreed with the statement: there is no
difference between online learning and conventional learning, in terms of its
effectiveness. This is because the level of agreement was found to be low (38.4%,
n=15.36) In addition, the data suggested that only 41.5% (n=16.6) of the
respondents felt motivated by online learning. This demonstrates the
ineffectiveness of online learning compared with conventional classroom learning.
In terms of their ability to complete group assignments using online learning, the
level of agreement was moderate (66.7%, n=27.08).
Results and Conclusion
The majority of respondents expressed that they were qualified, confident
and comfortable using computers, and electronic communications equipment (such
as smartphones), during their online learning sessions. As explained in the Theory
of Planned Behaviour, Ajzen (2002) justified that perceived behavioural control
which is contributed by the perceived ease to use and perceived usefulness (Davis,
1989) have helped to develop a sense of confidence and comfort for these students
to use the electronic communication equipment. This finding suggests that the use
of mobile devices in online learning can significantly enhance perceived ease of
use and usefulness, which is consistent with previous research on the effectiveness
of electronic devices for learning.
This research also examined the effects of mobile learning applications on
academic performance and motivational outcome towards mobile learning and
traditional method. Mobile learning has significantly positive effect on academic
achievement compared to traditional learning in this research.
Results were similar to those of Oberer and Erkollar (2013) and Hwang and
Chang (2011). Similarly, Hwang and Chang (2011) indicate that mobile learning
not only catches students’ interaction but also increases their success. Chu (2014),
on the other hand, emphasize that mobile learning has negative effect on academic
achievement because of cognitive overload and inappropriate design of learning.
Quick access to information, anywhere and anytime learning, interacting
with friends and facilitating learning are observed as important key points of
mobile learning according to the interviews with students. Mobile learning
applications increase the effect of learning and enhance the process of learning
(Huang et al., 2014; Wishart, 2015). Students emphasized that they would want
further mobile learning experiences such as doing homeworks using mobile
devices, more activities on tablet computers and developing animations on tablet
computers. However, some technical issues were faced in terms of software and
hardware. These issues were slow Internet connection and notification restrictions
of mobile learning management system.
Recommendation
The research's findings and outcomes are taken into consideration when
making recommendations. During mobile learning studies, researchers ought to
offer Wi-Fi and the Internet. A small number of mobile devices were used in this
study. It is suggested that additional research be conducted in the future. Larger
samples are available on mobile devices. In this study, Android-powered tablet
computers were employed. Mobile learning can be used in classes that students
dislike or are uninterested in to help them develop a positive attitude. It is
recommended that future research look into the use of mobile devices by students
to create animations.
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