Student's Intentions to Use M-Learning: An Empirical Perspective from the Philippines

Bombaes, Ace

doi:10.5296/ber.v8i1.12305

Cited by 5 publications

(6 citation statements)

References 42 publications

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“…In the Philippines, the University of the Philippines Open University (UPOU) initiated m-learning drives in both formal and non-formal educational environments (Churchill et al, 2018). In higher education, m-learning plays a central role in creating modern instructional methodologies for students (Bombaes, 2018). He posited that perceived ease of usage, perceived usefulness, enjoyment, creativity, and teachers' influence are the main determinants of the student's attitude towards m-learning.…”

Section: M-learning In the Philippine Settingmentioning

confidence: 99%

Mobile Learning as a Solution for Restricted Learning during the COVID-19 Pandemic

Bacolod

2022

Journal of Digital Educational Technology

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The proliferation of smartphones and web technology 2.0 raises the possibilities for supporting mobile learning during the COVID-19 outbreak. This quantitative research attempted to justify the use of mobile learning as a potential tool to fill the gap of restricted learning in higher education during this COVID-19 crisis. Respondents were chosen through multi-stage random sampling. A total of 116 teachers and 291 students from a state university in the Philippines answered the online survey. As results indicated, mobile internet access through smartphones was the primary educational gadget used by the students nowadays. They were familiar with mobile learning however they had little experience in the utilization of it before the pandemic crisis. Most of the teachers and students viewed mobile learning as an indispensable learning tool and agreed about its significance during this time of restricted learning despite some difficulties in implementation. However, some teachers and the majority of the students resisted using m-learning after the crisis. Such reasons must be addressed by the institution to ensure the effective implementation of m-learning for learning continuity nowadays and for the possible transition into m-learning in the future. It is also crucial to consider the qualitative part of this study to shed more light on the perception of the respondents and the veracity of the results.

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Section: M-learning In the Philippine Settingmentioning

confidence: 99%

Mobile Learning as a Solution for Restricted Learning during the COVID-19 Pandemic

Bacolod

2022

Journal of Digital Educational Technology

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“…Supported by [38], [52], [26], and [6], the findings also propose that the variable of Personnel innovativeness is a substantial enabler of M-learning acceptance. A student with strong personal innovativeness is ready to take risks and try the innovation.…”

Section: Discussionmentioning

confidence: 67%

“…Therefore, based on the parameter estimate results (β = 0.20, tvalue = 4.37, p = 0.001), the proposed research hypothesis is supported. A researcher like [52] has also argued that EE primarily influences the students' usage intention. In line with the findings of previous research, statistical analysis of this study reveals that EE is a strong predictor of PI and an increase in students' perception that the easiness of M-learning would further enhance its capability toward the enhancement of education.…”

Section: Discussionmentioning

confidence: 99%

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Factors Affecting Mobile Learning Acceptance in Higher Education: An Empirical Study

Abdallah¹,

Abdallah²,

Bohra³

2021

IJACSA

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The use of mobile tools to support learning and teaching activities has become a significant part of the informal learning process. Mobile learning (M-learning) is used to considerably develop the forms of learning activities made by learners, and support the learning process. The effective application of M-learning in higher educational institutions, however, is based on the learners' adoption. It is therefore essential to define and investigate the factors affecting the desire of learners to use and adopt M-learning. Thus, this research investigates the factors affecting students' intention to adopt Mlearning in institutions of higher education. To achieve the objectives of this research, a model is proposed based on the Unified Theory of Acceptance and Use of Technology (UTAUT) model and the Technology Acceptance Model (TAM). The instrument is developed using validated items from previous studies and shreds of literature. Data for this quantitative study are collected from undergraduate and postgraduate students. A Structural Equation Model (SEM) is used to analyze the data collected from 218 participants using a survey questionnaire. The findings show that students' intention to adopt M-learning is shaped by various variables consisting of personnel innovativeness, self-management, facilitating conditions, social influence, relative advantage, and effort expectancy. The research results also present several practical contributions and implications for M-learning adoption in terms of research and practice. Investigation of the required determinants may contribute to gain learners' adoption and is important to enhance the learning experience of students and help them improve their knowledge and academic achievement. The contribution of this paper lies in defining the factors influencing the acceptance and use of M-learning systems by students of higher education in Palestine. Hopefully, the results of the study are valuable for policy-makers in designing comprehensive M-learning systems.

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“…As one of the identified factors, teacher's influence towards the learning of a student has a vital role in education (Bombaes, 2017). Teacher's factor contributes to the students' academic performance.…”

Section: Introductionmentioning

confidence: 99%

Exploring the Factors in Student’s Retention of E-learning Mathematics: A Case of Grade 12 Senior High School Students at the University of Perpetual Help System-Pueblo de Panay Campus

Bombaes¹,

Fuasan²,

Garcia³

2021

IJETS

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The study aims to determine the effects of teacher’s factors, student attitude, and motivation on student’s ability to absorb, recall and maintain the learned concepts. This research measures the effects of the said factors on student’s mathematics retention. For this study, the data are collected from 101 STEM students of the University of Perpetual Help System-Pueblo de Panay Campus. The data analysis is done using Paired t-test, Cronbach’s Alpha and Pearson r. The results have revealed that teacher’s factor, students’ attitude and motivation have significant differences. Results indicate that the three factors have statistical effect and significant impact on student's ability to absorb, recall and maintain the learned concepts in Mathematics via e-learning platform. Based on the findings, teacher’s factor is one of the factors the school should give much focus on since teacher has the ability to motivate and influence the attitude and performance of the students and they are accountable for the performance for the students. Furthermore, the study finds out that e-learning does not reduce education. Retention rates for online students are much higher than for traditional because it makes every learning material accessible, thus increasing student’s productivity by finishing a course when physical limitations are removed.

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Student's Intentions to Use M-Learning: An Empirical Perspective from the Philippines

Cited by 5 publications

References 42 publications

Mobile Learning as a Solution for Restricted Learning during the COVID-19 Pandemic

Mobile Learning as a Solution for Restricted Learning during the COVID-19 Pandemic

Factors Affecting Mobile Learning Acceptance in Higher Education: An Empirical Study

Exploring the Factors in Student’s Retention of E-learning Mathematics: A Case of Grade 12 Senior High School Students at the University of Perpetual Help System-Pueblo de Panay Campus

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