EFFECT OF MOBILE LEARNING APPLICATIONS ON STUDENTS’ ACADEMIC ACHIEVEMENT IN CHRISTIAN RELIGIOUS EDUCATION IN SECONDARY SCHOOLS IN KIAMBU COUNTY, KENYA

Abstract

Adoption of mobile learning applications in Education has transformed instructional practices. Studies done on mobile learning applications are from different localities and have targeted on Science, Technology, Engineering and Mathematics (STEM) learning areas, however, limited empirical data exists on its effect on student academic achievement in Christian Religious Education (C.R.E), particularly within Juja Subcounty. The objectives of the study are, to establish the effect of accessibility of mobile learning applications on students’ academic achievement in C.R.E, to determine the effect of assessment features in mobile learning applications on students’ academic achievement in C.R.E. in secondary schools, and to evaluate the effect of multimedia features in mobile learning applications on students’ academic achievement in C.R.E. in secondary schools. The study used quasi experimental research design. The target population was two thousand one hundred and ninety form three students from thirteen senior schools in Juja Sub-County. The study adopted purposive sampling in selection of four senior schools. The sample size was three hundred and thirty-eight. Piloting was done in two schools; accessibility and proximity of the schools was considered in the selection of schools. Test-retest method was utilized, in ensuring reliability of the classroom observations. A Cronbach’s Alpha Coefficient value of 0.7 was used as the cut‑off point of the questionnaires and achievement tests. Statistical Package for Social Sciences (SPSS, Version 31) was utilized to analyze the quantitative data. The findings from the study established that accessibility of mobile learning applications have a positive effect on students’ academic achievement with a mean of 4.05 and standard deviation of 0.834; the assessment features on mobile learning applications have effect on students’ academic achievement with a mean of 4.09 and standard deviation 0.846 and multimedia features on mobile learning applications have effect on academic achievement of learners with a mean of 4.04 and standard deviation 0.857. The posttest mean difference between the experimental and control group was 3.55 demonstrating that use of mobile learning applications has effect on students’ academic achievement in C.R.E. The study extends existing literature on effect of mobile learning applications on students’ academic achievement in C.R.E., a learning area that has received limited scholarly attention. The study recommends that schools should adopt mobile learning applications in their instructional practices.