TERTIARY STUDENTS' PERCEPTIONS OF MOBILE LEARNING IN DELTA NORTH SENATORIAL DISTRICT OF DELTA STATE, NIGERIA

Abstract

The study investigated tertiary students’ perceptions of mobile learning in the Delta North Senatorial District, Nigeria. With the increasing adoption of mobile technologies in education, understanding how students perceive mobile learning is essential for improving digital education strategies and outcomes. The study employed a descriptive survey research design to collect quantitative data from a sample of 400 students selected from four randomly chosen tertiary institutions within the district. A structured questionnaire titled Tertiary Students’ Perception of Mobile Learning Questionnaire (TSMLQ) was used for data collection. The instrument was validated by experts and achieved a high reliability coefficient (α = 0.87) after pilot testing. Data analysis was conducted using SPSS version 25. Descriptive statistics (mean, percentage, and standard deviation) were used to answer the research questions, while inferential statistics (Pearson Product-Moment Correlation and independent sample t-test) were used to test the hypotheses at a 0.05 significance level. Results revealed that students held generally positive perceptions of mobile learning, recognizing its flexibility, accessibility, and usefulness for academic engagement. However, key challenges such as high internet costs, poor connectivity, and irregular power supply were also identified. A significant relationship was found between students’ perceptions of mobile learning and their academic engagement. Conversely, no significant difference was observed in perceptions based on gender. The findings suggest a growing acceptance of mobile learning among tertiary students but highlight the need for infrastructural and institutional support to enhance its effectiveness. The study recommends subsidized internet access, improved ICT infrastructure, institutional policies on mobile learning, and development of user-friendly mobile learning platforms to promote equitable and sustainable adoption in tertiary education.