Main Article Content
Abstract
This study examined the relationship between the use of mobile learning tools and the academic achievement of Computer Science Education students in public tertiary institutions in Enugu State, Nigeria. Three research questions and three null hypotheses guided the study. A correlational survey design was adopted. The population comprised 1,300 Computer Science Education students in three public tertiary institutions, from which a sample of 297 was drawn using proportionate stratified random sampling. A total of 284 valid responses were analysed. Data were collected with a validated Mobile Learning Tools Utilisation Questionnaire (MLTUQ, α = .86) and an achievement proforma recording students' scores in core computer science courses. Research questions were answered using mean, standard deviation, Pearson product moment correlation and multiple regression, while hypotheses were tested with regression analysis and independent samples t tests at the .05 level of significance. Findings revealed that students used mobile learning tools to a high extent (grand mean = 2.77), with communication, search and reference tools used more than coding practice and self-assessment tools. A moderate, positive and significant relationship existed between mobile learning tools use and academic achievement (r = .47, p < .001). Coding practice tools made the strongest unique contribution to achievement, followed by content access tools, while communication tools made no significant contribution. High users of mobile learning tools achieved significantly higher than low users, and no significant gender difference existed in the extent of use. The study recommends deliberate integration of mobile coding environments into Computer Science Education curricula, capacity building for lecturers on mobile pedagogy, and institutional support for affordable data access.