ABSTRACT
The study examined the effect of mobile learning methods on students’ academic achievement and retention in marketing in senior secondary schools in Rivers State. The study was guided by eight research questions and hypotheses. The design of the study was a pretest – posttest quasi experimental research design that involved two experimental and one control groups. A sample size of 100 SS2 students were selected based on purposive sampling. The instrument used for data collection was marketing achievement test (MAT). The instrument was face and content validated. A reliability index of 0.78 was established using Kudar Richerdson 20 (KR-20). The data collected were analyzed using mean and standard deviation to answer the research questions while analysis of covariance (ANCOVA) was used to test the null hypotheses at 0.05 level of significance. The study found that there was a significant difference among the mean achievement scores of students in MAT taught using zoom, google classroom and lecture methods among others. It then recommended that google classroom and zoom mobile learning methods should be used more in teaching marketing than lecture method among others.
TABLE
OF CONTENTS
Title Page i
Declaration ii
Certification iii
Dedication iv
Acknowledgement v
Table of Contents vi
List of Tables ix
Abstract x
CHAPTER 1: INTRODUCTION
1.1
Background to the Study 1
1.2 Statement of the Problem 10
1.3 Purpose of the
Study 11
1.4 Research Questions 12
1.5 Hypotheses 13
1.6 Significant of the
Study 14
1.7 Scope of the Study 15
CHAPTER
2: REVIEW OF RELATED LITERATURE
2.1 Conceptual Framework 17
2.1.1 Meaning and scope of
marketing 17
2.1.2 Mobile learning methods 10
2.1.3 WhatsApp as a mobile
leaning methods 25
2.1.4 Facebook as a mobile
learning methods 28
2.1.5 Instagram as a mobile
learning method 30
2.1.6 Zoom as a mobile
learning method 31
2.1.7
Google classroom as a mobile learning
method 33
2.1.8
Students’ academic achievement in
marketing 35
2.1.9 Students’ retention in
marketing 38
2.1.9 Gender and students’ academic achievement in
marketing 39
2.2 Theoretical
Framework 41
2.2.1 Online collaborative learning theory (2012) by
Linda Harasim 41
2.2.2 The constructivists’
theory (1966) by Jerome Brune 42
2.2.3 Substitution
Augmentation Modification Redefinition Model
(SAMR) by Rueben Puentedura (2011) 43
2.3 Related Empirical Studies
44
2.4 Summary of Related
Literature 56
CHAPTER 3: METHODOLOGY
3.1 Design of the Study 58
3.2 Area of the study 59
3.3 Population for The study
59
3.4 Sample and Sampling
Technique 60
3.5 Instrument for Data
Collection 61
|
3.6
|
Validation
of the Instrument
|
|
|
|
|
61
|
|
3.7
|
Reliability
of the Instrument
|
|
|
|
|
62
|
|
3.8
|
Method of Data Collection
|
|
|
|
|
62
|
|
3.8.1
|
Experimental procedure
|
|
|
|
|
62
|
|
3.8.2
|
Control of
extraneous variables
|
|
|
|
|
65
|
|
3.9
|
Method of Data Analysis | | | | | |
CHAPTER 4: RESULTS AND DISCUSSION OF FINDINGS
4.1 Presentation of Results 68
4.2 Summary of major Findings 85
4.3 Discussion of Findings 87
CHAPTER 5: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary 92
5.2 Conclusion 94
5.3 Implication of the Study 95
5.4 Recommendations 96
5.5 Limitations of the Study 97
5.6
Suggestion for further Studies 97 References 98
Appendices 110
LIST OF TABLES
|
4:1:
|
Pre-test
and post-test mean achievement scores of students in marketing
taught using zoom, google classroom and
lecture methods. 68
|
|
4:2:
|
Analysis of Covariance
(ANCOVA) for Mean Achievement of students
in marketing taught using zoom, google
classroom and lecture methods. 69
|
|
4:3:
|
Post Hoc Test Comparison
of the Differences in Achievements among
the Groups.
70
|
|
4:4:
|
Post-test and retention
mean scores of students in marketing taught using Zoom,
Google classroom and the lecture methods 71
|
|
4:5:
|
Analysis of Covariance
(ANCOVA) for the mean Retention Scores of
Students taught marketing using zoom, google
classroom and lecture method. 72
|
|
4:6:
|
Post-Hoc Comparison of the Differences in Retention among the
groups. 73
|
|
4:7:
|
Mean Achievement Scores of Male and Female
Students in Marketing when
Taught Using Zoom Method. 74
|
|
4:8:
|
Analysis of Covariance (ANCOVA) for mean
Achievement Scores of Male and
Female Students in
Marketing test using zoom method. 75
|
|
4:9:
|
Mean Achievement Scores of male and female
students in Marketing taught using
Google classroom learning Method.
76
|
|
4:10:
|
Analysis
of Covariance (ANCOVA) for mean achievement scores of male and
female students in Marketing test taught using
google
classroom
learning method 77
|
|
4:11:
|
Mean Retention scores of male and female
students in marketing taught using
Zoom method. 78
|
|
4:12:
|
Analysis
of Covariance (ANCOVA) for mean retention scores of male and female
|
students in marketing test using zoom. 79
|
4:13:
|
Mean retention scores of male and female
students in marketing taught using
Google classroom. 80
|
|
4:14:
|
Analysis
of Covariance (ANCOVA) for retention mean scores of male and female students in marketing test using google
classroom learning method. 81
|
|
4:15:
|
Mean
achievement scores of students in marketing test based on gender
and
teaching methods. 82
|
|
4:16:
|
Mean achievement scores of students in
marketing test based on gender
and teaching methods.
83
|
|
4:17:
|
Mean retention interaction of students in
marketing test based on gender and
teaching methods. 84
|
|
4:18:
|
Analysis
of interaction effect between gender and teaching methods on students’
|
mean retention scores in marketing test. 85
CHAPTER 1
INTRODUCTION
1.1 BACKGROUND TO THE STUDY
Marketing is often seen as
dynamic system; it is dynamic in the sense that marketing evolves. The
evolution of marketing philosophy does not presuppose the history of marketing.
One of the straightest forward says that marketing is getting the right product
(services) in the right quantity to the right place with the right price and
most essentially at the right time. The definition by American Marketing
Association (AMA, 2013) is commonly referred to as the
5Rs (real, relevant, reach, receptivity and
result) in marketing. It means that the right product (services) must be made
available to the consumers at the right quantity, place and time most desirable
to them and of course, the organization must make profit out of the operation.
This definition clearly distinguishes marketing from those other disciplines
with which it is often confused. It is concerned with every aspect of the
product from its inception, design, pricing, distribution, selling and
promotion unit until it finally reaches the hand of the consumer. Marketing
must also ensure customer satisfaction by the provision of an after – sales
service such as maintenance, repairs, instruction booklets, spare parts and
quality guarantees.
Marketing is one of the trades or
entrepreneurship subjects taught in senior secondary schools and it is
compulsory that students register at least one entrepreneurship subject during
their senior secondary school certificate examination (National Policy on
Education, 2014). Marketing encompasses production, distribution, consumer
behavior, merchandizing among others. It involves integrated analysis, planning
and controlling of the marketing mix variable (Product, price, promotion and
distribution) to create exchanges and satisfy both individual and organization
objectives (Iyang, 2015). It is the identification, establishment, maintenance
and enhancement of relationships with customers and other stakeholders at a
profit, so that the objectives of the parties are met. It is on the account of
this, that Institute of Marketing (UK) defines marketing as the management
process which identifies, anticipates and supplies customer requirements.
According to Meenu (2016), marketing is a
social process by which individuals and groups obtain what they need and want
through creating and exchanging products and value with others. He further
explained that it consists of individuals and organizational activities that
facilitate and expedite satisfying exchange relationships in a dynamic
environment through the creation, distribution, promotion and pricing of goods,
services and ideas. In fact, it is a process of planning and executing the
conception, pricing, promotion and distribution of ideas, goods and services to
create exchanges that satisfy individual and organizational objectives. The NPE
(2014) recognises the importance and functions of marketing both as a teaching
subject in the secondary school and its importance in entrepreneurship and
classified or recognized it as an entrepreneurship subject meant to inculcate
self-reliance and offer job opportunities to the graduates. This is why one of
the objectives of post – basic Education and career development include;
provide entrepreneurial technical and vocational job – specific skills for
self-reliance and for agricultural, industrial, commercial and economic
development (NPE, 2014) among others. The extent to which the objectives of
teaching marketing has been achieved leaves much to be desired within the
context of poor enrolment of this subject in the school, poor academic achievement
and poor retention noted over a long period of time. It is on account of this
that Meenu (2016) asserted that the level of academic achievement of learners
has drawn several attentions of scholars, policy makers, parent and school
administrators.
Several efforts have been made to overcome
the problem of poor academic achievement and retention in marketing yet the
problem persists. For examples, many strategies have been employed by the
teachers to teach marketing in schools. Some of these common strategies used by
teachers includes traditional method of teaching, project, lecture, play way,
demonstration and among others. Basically, one of the challenges facing
teaching of trade subject like marketing is how to produce independent learners
using Information and Communication Technology (ICT) while maintaining
students’ interest and involvement. Mobile learning methods (MLM) in present
day society functions as a remedy to the problem.
Students in Secondary Schools may appear to
have involved actively in responding to 21st century emerging
technological gadgets used for instructional delivery in their various fields
of study. This permits them to respond to face- paced dictation and repeated
type questions that require them to stay in the classroom at certain period and
get ready for rapid – five interactions with their teacher. Studies have shown
that students are more committed and task-oriented when exposed to the use of
emerging teaching and learning with technological gadgets for instructional activities
such that teaching and learning are made student- centered and by implication
involving problem solving approach together with mobile learning methods.
Mobile learning methods help students learn how to be self- dependent and
reliant with their academic activities, how to monitor one’s own learning
process, assess ones learning outcome and work cooperatively with other
learners without the teachers’ involvement which in turn results to
collaborative learning.
The 21st century proliferation of
digital technology has not only affected human ways of life it has also created
a new paradigm in education. Teaching and learning in various educational
classrooms around the world are progressively keeping pace with this technology
revolution (El-Abbouri et al., 2014).
Learners of the 21st century, being more of digital natives, are no
longer comfortable with the traditional system of education, where learning is
restricted to the four walls of the classroom. The gap of accessibility to
learning has been bridged through mobile learning which is an
anytime-and-anywhere-mode of learning that involves instantaneous access to
personalized content with tools and resources such as i-pads, smartphones and
tablet in order to create new knowledge, satisfy learners’ curiosities, promote
collaborative learning with others and enhance learning experiences. Initially,
mobile phones were mainly used exclusively for communication purpose; but
recently, they have become a vital tool of core pedagogical activities in
educational institutions.
Mobile learning is an instructional strategy
that is conducted on and delivered through portable devices such as tablets,
personal digital assistants (PDAs) and smartphones. It is the ability to obtain
or provide digital learning assets which include any form of media or content
made available on a personal device such as smartphone and tablets. Mobile
learning is also known as m-learning, u-learning, learning while mobile,
handled learning, anytime learning, anywhere learning, ubiquitous learning and
personalized learning (Bahera, 2013). It can be conceptualized from two major
perspectives: learning delivered and supported by mobile computing devices and
learning that is both formal and informal (Gikas and Grant, 2020). Mobile
learning utilizes mobile computing devices such as wifi, short message services
(SMS), global positioning system (GPS), and so on, in the delivery of
instruction and also as a viable tool in or outside the classroom learning
activities (Lai et al., 2013). Attwel
(2015) summarized some of the advantage of Mobile learning as follows:
Allows
truly anywhere, anytime, personalized learning, can be used to enliven, or add
variety to conventional lessons or courses, can be used to remove some of the
formality which non-traditional learners may find unattractive or frightening,
thus making learning fun, Facilitates both individual and collaborative
learning experience,
Enables effective distance learning, has been observed to help young
disconnected learners to remain more focused for lower periods.
Can help to raise self-confidence and
self-esteem by recognizing uncelebrated skills, enabling non-threatening,
personalized learning experience and enabling peer-to-peer learning and support.
Mobile applications (apps) are software
programme that student can download and access directly using their phone or
another mobile device such as tablet. A mobile app are actual applications that
are downloaded and installed on the mobile device, rather than being rendered
within a browser.
Studies
have reported that mobile learning increases academic achievement. Tan and Lui
(2014) conducted a research based on a developed mobile learning system (MLS)
to assist learning of English Language in an elementary school in Taiwan. The
aim of the research was to explore that applicability and benefit of mobile
technology to elementary school English learning activities in Taiwan. The
results obtained indicate that the learning of English using MLS is more
effective than the traditional method. Most students according to the study
preferred using
MLS since it is easy to use and can enhance
achievement. Another research conducted by Alsaid (2015) indicates that
undergraduate students at Taibah University in Saudi Arabia had positive
perception towards mobile learning. The students were of the view that the use
of mobile learning facilitate and increase effective communication and allow
them to learn at the right time.
In a study conducted by Suki and Suki (2020)
in University Industri Selangor (Unisel), Malaysia, majority of the students
who participated in the study agreed that the mobility of the mobile phone was
a key factor for the use of mobile technology as the medium of learning. The
study further highlighted the interactivity nature of technology, whereby
students and lecturers are able to share their learning tasks and other related
academic activities. HartnellYoung and Heym (2018); Oliver (2020) reported that
the use of mobile applications in teaching and learning enhances students’ performance
in various subjects at all levels of education. Ozan (2020) opines that mobile
technology and applications positively affect students’ performance towards
courses. Similarly, Hwany and Chang (2019) indicated that mobile learning does
not only enhance students’ interaction but also increases performance in school
subjects.
Furthermore, Vanikaloo and Permananel (2012)
submitted that mobile learning refers to the exploitation of ubiquitous
handheld device, together with mobile phone and wireless networks to expedite,
enhance, support as well as extend the reach of teaching and learning. The sub-
variables of mobile learning methods that support effective educational
teaching and learning includes WhattsApp, Zoom, Facebook, Google Classroom,
Google Meet, Video Conferencing, Telegram, Instagram and Twitter amongst
others. With mobile learning method, students are able to interact anytime from
wherever with different instructional materials (Text, Sound, Pictures, Video
and so on) with the help of internet service.
In using mobile learning methods, students
control their own learning and they feel that making mistakes is part of
learning and free to interact with their instructors as well as ask questions
freely during and after instructional exercise. It also helps them in achieving
eventful mastery. Mobile learning methods has become a new building block in
education because of its ability to provide a more flexible content and access
to instructional materials without considering time and distance. One of the 21st
century electronic classroom supported learning is mobile learning
methods.
Imperatively, mobile learning methods (MLM)
is among the electronic means of sourcing for quality educational information
that supports effective teaching that has the tendency of result to students’
academic achievement. Furthermore, mobile learning offers a great potential as
a learning tool to be used in learning situations where the students are
geographically dispersed, to foster collaborative learning, engaged the
students with adequate content and can be used as an alternative to computers
or books. Moreover, with the aid of mobile technology, we can pull and push
information and provide learning to any student or person at any place at any
given time. As opposed to the conventional kind of learning, mobile learning
methods is arguably cheaper. With special reference to the National Policy on
Education (FRN, 2014) which emphasizes that teaching shall be practical,
activity based, experiential and ICT supported; teachers of marketing should be
in dire need to find appropriate teaching environment/ method that can enhance
students’ achievement.
As such Zoom and Google
classroom are considered in this study in order to examine their effectiveness
over the traditional method of teaching. Zoom application is mobile handle
software that supports effective teaching in the educational sector. It permits
both the instructor (teacher) and the learner to use mobile phone to carry out
instructional exercise. Zoom as a mobile learning method help teachers and
learners to work together. Zoom also combines video conferencing, online
meetings and in-conference group chat. Such instructional delivery is made easy
and comprehensive for online class use and group work (Learning Technology
Center, 2018). The zoom platform is an app that makes the teaching process
easier and gives the opportunity to teachers and learners to expand their
knowledge better. Many schools in different countries use zoom in order to
increase students’ motivation and interest. (Tanti as cited inAyoub, 2019)
opined that zoom app is a solution for educational researchers who are
constantly trying to develop innovative means to enhance the interactivity of
the learning process in order to stimulate students’ motivation and engagement
in discussions for knowledge exchange. Zoom is a very useful platform and
effective for both teachers and learners because learners work together.
On the other hand, Google
classroom is also an emerging digital technology tool an instructor (teacher)
can use to engage students in the classroom. According to Nagele (2019), Google
classroom is a digital industry that provides numerous benefits which
facilitate virtual teaching and learning. Google classroom is a learning
strategy that has evolved into a platform for promoting critical thinking,
collaboration and social interactions with peers and teachers on academic
activities. Google classroom is an interface portal created by Google companies
as an online educational platform.
Furthermore,
Hemrungote (2017) noted that Google classroom makes it easy to set up and
allows teachers to create classes, distribute assignments, post announcements,
send feedback, upload course materials for students to view and interact in the
class system or by email. It also allows students to work through problems or
assignment at their own pace while receiving support and guidance when
necessary. Hemrugrote (2017) noted that in teaching with the app, students
could become self-directed and it produces a learning environment that improves
students’ knowledge and skills in the subject area. In addition, when students
submit their assignments, the teacher can highlight the contents of each
assignment, provide the instrument with instant constructive feedback and
evaluate his/her performance. More so, the platform creates a space for private
comment for students to interact with other mates or their teachers on things
relating to the topic taught or subject area which makes the class interesting
and enjoyable. Bell (2015) contended that Google classroom can be used at any
grade (basic, post basic and tertiary) levels but this depends on the teachers
and students’ competence. Google classroom therefore is a digital application
that enables students to attend classes online. Therefore, the present study
will examine the effect of teaching marketing using Zoom and
Google classroom applications. However, there
are other factors which influence students’ achievement and retention in
marketing.
Academic
achievement refers to success in the area of academics usually assessed with
achievement test. Achievement is the degree of success reached or attained in
some specific area (Ishaku, 2015). The academic achievement of an individual
could be defined as the leaning outcome of the individual, this includes the
knowledge, skills and ideas acquired and trained through the course of study
within and outside the classroom situations. This could be quantified by
measure of the individual’s academic standing in relation to those of other
individuals of the same age. Idika, Onuoha, Nji and Eze (2018) view academic
achievement as the extent to which a student, teacher or institution has
achieved their short or long-term educational goals. Cumulative grade point
average (GPA) and completion of educational degrees such as High School and
bachelor’s degrees represent academic achievement.
According to Steinmayr, Meibner, Weidinger
and Wirthwein (2015), students’ academic achievement represents performance
outcomes that indicate the extent to which a person has accomplished specific
goals that were the focus of activities in instructional environments,
especially in school, college or university.
More so, academic achievement in Marketing
may be influenced by gender. This is because male and female are biologically
different, though all cultures interpret and elaborate their inherent
biological difference into a set of social expectations about what behavior and
activities are appropriate for them and what rights, resources and even power
they possess. Also, many people speculate that the sex of a student whether
male or female, is a determinant to academic achievement in a particular
subject. Having observed these situations of poor academic achievement and
learning disparity among students, the researcher intends to focused the study
on the effects of mobile learning methods on academic achievement and retention
in marketing in senior secondary schools in Rivers State.
1.2 STATEMENT OF THE PROBLEM
Marketing as one of the entrepreneurship
subjects taught in the secondary school aimed at making students acquire skills
in order to be self-reliant. As such, this makes it very important subject
which challenges students to perform well in the subject. Contrary to this
expectation students have consistently performed poorly.
The Nigerian education system has been more
intense by endemic twin of examination malpractice and poor academic
achievement. The failure to address and find lasting solution to these abysmal
failures has put the country in a bad light. While the standard of the output
(graduates) of educational institutions keeps deteriorating even as the
government and stakeholders in education continues to place responsibility
elsewhere. This has significantly slowed the nation’s development and
expansion.
The emphasis on creative teaching strategies
is rapidly replacing traditional teaching strategies in the process of teaching
and learning. Good teaching in a subject like marketing is anticipated to
result in students learning what they want to learn, but this cannot be
accomplished without finding different ways to motivate them. Students’
attitudes toward learning in general and marketing in particular may have been
negatively impacted by teachers’ incapacity to alter their teaching tactics
through the use of new teaching strategies. Poor academic achievement by
students in both internal and external exams is the outcome of this, and it has
further caused the country significant economic and social losses. A paradigm
shift in instructional methodologies is necessary given that all corrective
actions taken to increase the students’ leaning interest and academic
achievement appeared to have failed. Hence, the researcher embarked on the
study, effect of mobile learning methods on students’ academic achievement and
retention in marketing in senior secondary schools in Rivers State.
1.3
PURPOSE OF THE
STUDY
The purpose of the study was to determine
the effect of mobile learning methods on students’ academic achievement and
retention in marketing in secondary schools in Rivers State. Specifically, the
study determined the:
1.
Mean achievement scores of
students in marketing when taught using Zoom, Google classroom and the lecture
methods.
2.
Mean retention scores of
students in marketing when taught using Zoom, Google classroom and the lecture
methods.
3.
Mean achievement scores of male
and female students in marketing when taught using
Zoom learning method.
4.
Mean achievement scores of male
and female students in marketing when taught using
Google classroom learning
method.
5.
Mean retention scores of male
and female students in marketing when taught using Zoom learning method.
6.
Mean retention scores of male
and female students in marketing when taught using Google classroom learning
method.
7.
Interaction effect of gender
and teaching methods on students’ achievement in marketing.
8.
Interaction effect of gender
and teaching methods on students’ retention in marketing.
1.4 RESEARCH QUESTIONS
The following research
questions posed guided the study.
1.
What are the mean achievement
scores of students in marketing when taught using Zoom,
Google classroom and the
lecture methods?
2.
What are the mean retention
scores of students in marketing when taught using Zoom,
Google classroom and the
lecture methods?
3.
What are the mean achievement
scores of male and female students in marketing when taught using Zoom learning
method?
4.
What are the mean achievement
scores of male and female students in marketing when taught using Google
classroom learning method?
5.
What are the mean retention
scores of male and female students in marketing when taught using Zoom learning
method?
6.
What are the mean retention
scores of male and female students in marketing when taught using Google
classroom learning method?
7.
What is the interaction effect
of gender and teaching methods on students’ achievement in marketing?
8.
What is the interaction effect
of gender and teaching methods on students’ retention in marketing?
1.5 HYPOTHESES
The following null hypotheses were formulated
to guide the study and were tested at .05 level of significance:
H01: There
is no significant difference in the mean achievement scores of students in
marketing test when taught using Zoom, Google classroom and lecture methods.
H02: There
is no significant difference in the mean retention scores of students in
marketing test when taught using Zoom, Google classroom and lecture methods.
H03:
There is no significant difference between the mean achievement scores of male
and female students in marketing test when taught using Zoom learning method.
|
H04:
|
There is no significant
difference between the mean retention scores of male and female students in
marketing test when taught using Zoom learning method.
|
|
H05:
|
There is no significant
difference between the mean achievement scores of male and female students in
marketing test when taught using Google classroom learning method.
|
|
H06:
|
There is no significant
difference between the mean retention scores of male and female students in
marketing test when taught using Google classroom learning method.
|
|
H07:
|
There is no significant
interaction effect between gender and teaching methods on
|
students’ mean achievement scores in marketing.
H08: There
is no significant interaction effect between gender and teaching methods on
students’ mean retention scores in marketing.
1.6 SIGNIFICANCE OF THE STUDY
The findings of this study
would be of theoretical and practical benefit to government, curriculum
planners, educational administrators, teachers and students. Theoretically, the
findings of this study are considered significant because it would help in
providing empirical information in identifying and explaining how to utilize
mobile learning methods by teachers in senior secondary schools in this digital
age. Furthermore, it would help in better understanding of the phenomena. Also,
the findings of the study would help to explain the functionality of the
theoretical postulations of online collaborative learning theories,
Constructivists’ theory and Substitution, Augmentation, Modification and
Redefinition Model.
The findings of this study would be of great
benefit to the government because it would serve as a source of empirical
evidence to the cause of poor standard of education and prompt the government
to look into these causes and take action to reduce them. The knowledge of the
study would further help both the State and Federal governments to determine
areas of priority as they concern teachers’ welfare, provision of sophisticated
internet service, well equipped computer lab, instructional materials and
infrastructural facilities in our secondary schools which hitherto have
militated against effective application of some instructional methods and
implementation of school curriculum.
Curriculum planners would not be left out
of the findings of this study since they will instruct teachers of marketing to
apply innovative methods that will involve students greatly in their learning
and not just the marketing teachers playing greater part. The findings would
make the curriculum planners to include the marketing curriculum the teaching
and learning methods which are likely to be of great benefit to students and
which would result to better achievement in the subject area.
Educational administrators
would equally benefit from the findings of this study because they will try to
work with the government to organize seminars, workshops, conferences and
training and retraining of marketing teachers to master the use of new
applications as it relates to mobile learning methods in teaching and learning
of marketing and other related disciplines.
Teachers would also benefit
from the findings of this study on how to employ the use of technology and not
the conventional teaching strategy which cannot enable the students to achieve
better in the subject area. It would further serve as a springboard to the
teachers in trying to apply other teaching strategies that will be
students-centered where students would be actively involved in the learning
process. That is to say that the findings would be of good help in deciding a
particular learning method to adopt as a strategy for teaching marketing in
senior secondary schools which would greatly help the students to comprehend
and retain.
Students would equally benefit from the
findings of this study in that their academic achievement in marketing would
improve as a result of the application of Mobile learning methods in teaching
marketing. Furthermore, if students’ achievement is enhanced, they would
achieve better scores in both internal and external examinations (e.g., West
African Examination Council –WAEC), National Examination Council- NECO and
Joint Admission and Matriculation Board (Jamb) with emphasis on marketing as a
subject.
1.7 SCOPE OF THE STUDY
This study focused on effect of mobile
learning methods on students’ academic achievement and retention in marketing
in senior secondary schools in Rivers State. Also, the study examined the
effect of mobile learning methods on students’ academic achievement and
retention in marketing in senior secondary schools with respect to gender. The
students for this study were senior secondary school students two (SS 11). The
rationale for this decision was that the topics (Production, Product selling,
Consumer behavior, Advertising, Distribution and Merchandizing) taught during
the experimental stage were selected from SS 11 students’ Marketing curriculum
since the students had already made their choice and enrolled in the subject at
the senior secondary school certificate examination (SSCE) unlike the SS1 whose
choice is undecided. Also, SS3 students were not part of the study since they
were already preparing for their certificate examination. In this study, the
mobile learning methods that were used were zoom and Google classroom which
were applications in the mobile gadgets and were more robust as open-source
management system. In addition to these mobile learning methods, the lecture
method of teaching served as the control for Zoom and Google classroom learning
methods.
The content scope of the study involved
determining, the mean achievement scores of students in marketing when taught
using zoom, google classroom and lecture method, mean retention scores of
students in marketing when taught using zoom, google classroom and the lecture
methods; mean achievement scores of male and female students in marketing when
taught using zoom learning method, mean achievement scores of male and female
students in marketing when taught using google classroom learning method, mean
retention scores of male and female students in marketing when taught using
zoom learning method, mean retention scores of males and female students in
marketing when taught using google classroom learning method; interaction
effect of gender and teaching methods on student s achievement in marketing and
interaction effect of gender and teaching methods on students retention in
marketing.
Login To Comment