ASSESSING THE USEFULNESS OF MOBILE LEARNING APPLICATION ON ACADEMIC PERFORMANCE OF COMPUTER SCIENCE STUDENT

TOPIC: ASSESSING THE USEFULNESS OF MOBILE LEARNING APPLICATION ON ACADEMIC PERFORMANCE OF COMPUTER SCIENCE STUDENT

TOPIC IS SUITABLE FOR:
1-Department of Computer Science
2-Department of Education
This research material contains:
1-Chapter One to Five
2-Recent References/Citations
3-Tables/Charts/Graphs in Chapter Four
4-Accurate Data Analysis
5-Table of Contents
6-Questionnaire

ABSTRACT 
This study was carried out to assess the usefulness of mobile learning applications on academic performance of Computer Science students using Federal Polytechnic Nekede, Owerri, Imo State as a case study. The study was specifically carried out to assess the level of utilization of mobile learning applications among Computer Science students, examine the perceived usefulness of mobile learning applications in enhancing learning among Computer Science students, determine the effect of mobile learning applications on the academic performance of Computer Science students, and identify the challenges associated with the use of mobile learning applications among Computer Science students. The study employed the descriptive survey research design. The study population comprised 2,315 National Diploma (ND) and Higher National Diploma (HND) students in the Department of Computer Science, Federal Polytechnic Nekede, while a total of 341 respondents were selected as sample size using the Taro Yamane formula. Out of the 341 questionnaires distributed, 324 were returned and 324 were validated for analysis. The questionnaire was used for data collection, while the data collected were analyzed using frequency tables, mean scores, standard deviation, and Pearson Product Moment Correlation analysis with the aid of SPSS version 25. From the responses obtained and analyzed, the findings revealed that that mobile learning applications are significantly useful in enhancing learning among Computer Science students at r = 0.69, p = .000, while mobile learning applications have a significant effect on academic performance among Computer Science students at r = 0.73, p = .000. The study also identified poor internet connectivity, high cost of internet data, frequent power outages, technical issues, distractions from non-academic applications, and limited digital skills as major challenges associated with the use of mobile learning applications with a grand mean of 3.89. The study therefore recommends that tertiary institutions should provide adequate internet facilities to support mobile learning, lecturers should integrate mobile learning applications into teaching activities, students should utilize mobile learning applications primarily for academic purposes, and educational stakeholders should organize digital literacy programmes to improve students’ effective use of mobile learning technologies.
Keywords: Mobile Learning Applications, Academic Performance, Computer Science Students, Learning Enhancement, Mobile Technology, Federal Polytechnic Nekede.

CHAPTER ONE
INTRODUCTION (Preview)
1.1 Background of the Study
The fast-paced development of digital technology has revolutionized modern education and how knowledge is created, shared, and used worldwide. The use of digital tools is becoming more common in educational institutions to facilitate interactive learning experiences and ensure access to learning resources. Chikileva et al. (2023) have reported that technology mediated learning environments (TMLEs) have had a great impact on students' learning experiences and academic achievements in higher education. Moreover, James et al. (2024) noted that technology facilitates interactive learning experiences and fosters student engagement, thereby improving learning outcomes. Lampropoulos et al., (2023) also argued that digital technologies have brought about new learning mechanisms, which promote the active construction of knowledge and participation of learners. Thus, education systems are moving towards more technologically oriented pedagogical approaches, which promote flexibility, accessibility and learner-centred teaching and learning at all educational levels.
With the growing penetration of the use of digital technology in the teaching and learning process, mobile learning applications have become a key tool for teaching and learning. Mobile learning applications are software applications that are designed for learning and are accessible via mobile devices such as smartphones. Mobile learning applications have become powerful educational technologies that can improve learning outcomes in various subjects, according to Yang and Xiang (2024). Ahmed et al. (2025) found that mobile based learning systems encourage student participation and enhance educational performance by providing interactive and personalized learning experiences. Similarly, Agbi and Sengsri (2025) suggested that the effective integration of mobile technology in higher education significantly aids in achieving learning outcomes and enhances students' learning experience. As a result, with the rise of mobile learning applications, educational activities have been re-located outside the traditional classroom and afforded greater flexibility in participating in learning activities.
In Computer Science, the pedagogical value of mobile learning applications is accentuated, as the subject is intrinsically linked to innovation, thinking in terms of computers, and ongoing interaction with digital resources. Mobile applications are commonly used by Computer Science students for coding activities, accessing electronic materials, collaborative learning and for participating in virtual instructional activities. Babalola and Omolafe (2022) revealed that specially developed mobile applications have great impact on the academic performance of undergraduates in Computer Science education. Gou (2023) also reported that the use of mobile applications enhances learning performance and academic proficiency by providing greater access to learning materials and interactive learning activities. Aremu and Adeoluwa (2022) further noted that mobile learning fosters positive learning attitudes and improves learning experience of students. Moreover, Voshaar et al. (2022) proved that mobile applications play an important role in the success of learning in terms of continuous learning and enriching educational interactions.
The growing use of mobile technologies for learning has prompted research to explore how students use them and their attitudes towards the value of mobile applications. Elom et al. (2025) indicated that students have been using mobile communication applications for learning support due to their convenience and accessibility. Abdulmalik and Anka (2025) further noted that in tertiary institutions, the use of smartphones has become an integral part of students' academic work. Abdullahi (2025) found that the use of mobile applications has a significant effect on academic performance, especially with the use of good learning strategies. Badamasi and Chinonso (2024) also affirmed that technologically based learning platforms have a positive impact on students' academic performance and learning motivation. In this general development of educational system, Federal Polytechnic Nekede, being a technologically oriented institution with Computer Science programmes provides a conducive academic environment for the evaluation of the extent of utilisation of mobile learning applications, the perceived usefulness of such applications in improving learning, the impact of the use of the applications on students' academic performance, and the challenges associated with the use of the applications by Computer Science students.

1.2 Statement of the Problem
The incorporation of mobile learning applications in higher education has gained a lot of speed and the smartphone and educational applications have become increasingly significant tools in teaching and learning. Various studies have proven that the mobile technology has a significant potential to enhance the engagement and learning of students. Ahmed et al. (2025) revealed that mobile based learning systems have a great impact in enhancing students' achievement and participation in learning activities. Likewise, Yang and Xiang (2024) found that mobile learning applications have a positive impact on students' learning outcomes in education. While these technological opportunities have opened up learning opportunities, the availability of mobile learning applications does not always mean that learners will use them effectively or that their academic performance will improve.
The current education situation shows that the use of mobile applications for educational purposes varies significantly regarding frequency, intensity, and educational value among students. In the study of Abdulmalik and Anka (2025), it was noted that the use of smart phones has become pervasive among the students of tertiary institutions and the academic implications of this usage has been mixed. Abdullahi (2025) also reiterated that the impact of the use of mobile apps on learners' academic performance depends on how learners use mobile apps in their academic activities. There is little empirical evidence about how much students use mobile learning applications and how useful they find these applications to improve their learning experiences, in the field of Computer Science education where students are required to interact with digital resources and technological tools to a large extent.
There is still a lot of uncertainty about how mobile learning apps can benefit learning and learning outcomes, so there is a need for further empirical research, especially in specific institutional contexts. Babalola and Omolafe (2022) stated that mobile application can enhance the academic performance of undergraduates in the field of Computer Science education, and Aremu and Adeoluwa (2022) revealed that mobile learning fosters positive learning attitudes and experiences. Similarly, Voshaar et al. (2022) found that mobile applications can positively affect learning outcomes and the maintenance of learning. These findings, however, cannot be easily transferred to all higher institutions as differences in institutional contexts, technology use and student learning styles can impact learning outcomes. Thus, the level of impact of mobile learning applications on the learning outcomes of Computer Science students in Federal Polytechnic Nekede is yet to be established.
This study is thus deemed necessary as it aims to provide empirical evidence on the level of utilization of mobile learning applications among Computer Science students, their perceived usefulness in enhancing learning, the extent to which mobile learning applications influence their academic performance and the challenges they faced in using the mobile learning applications. Agbi and Sengsri (2025) highlighted the importance of effective integration of mobile technologies to achieve educational outcomes, and Elom et al. (2025) pointed out that mobile applications are now crucial in supporting the learning process of university students. The results of this study will give evidence that is specific to the institution which can be used to guide educational practices and to add to the body of knowledge about the use of mobile learning applications and academic performance of Computer Science students of Federal Polytechnic Nekede.
1.3 Objective of the Study
The main purpose of this study is to assess the usefulness of mobile learning application on academic performance of computer science student
Specific objectives are: 
1.Assess the level of utilization of mobile learning applications among Computer Science students.
2.Examine the perceived usefulness of mobile learning applications in enhancing learning among Computer Science students.
3.Determine the effect of mobile learning applications on the academic performance of Computer Science students.
4.Identify the challenges associated with the use of mobile learning applications among Computer Science students
OTHER PARTS OF CHAPTER ONE INCLUDE:
1.4 Research Questions
1.5 Research Hypotheses
1.6 Significance of the Study
1.7 Scope of the Study
1.8 Operational Definition of Terms

CHAPTER TWO
REVIEW OF LITERATURE (Preview)
This chapter critically examines relevant literature that would assist in explaining the research problem and, furthermore, recognizes the efforts of scholars who had previously contributed immensely to similar research. The chapter intends to deepen the understanding of the study and close the perceived gaps. This chapter therefore, focuses on the concept of mobile learning applications, the usefulness of mobile learning applications, types of mobile learning applications, academic performance, and the influence of mobile learning applications on the academic performance of Computer Science students etc. The chapter is sub-grouped into the following major headings:
2.1 Conceptual Framework
2.2 Theoretical Framework
2.3 Empirical Review
2.4 Summary of Literature Review

CHAPTER THREE
RESEARCH METHODOLOGY  (Preview)
Presented below is a snapshot of key areas of the study methodology, the full and detail chapter three methodology is contained in the instant download document.

Research Design: The study adopted a descriptive survey research design.
Population of the Study: The population of the study comprises National Diploma (ND) and Higher National Diploma (HND) students in the Department of Computer Science, Federal Polytechnic Nekede, Owerri, Imo State.
Sample Size Determination: The study adopted the Taro Yamane formula to determine a sample size of 341 participants.
Sampling Technique: The study employed stratified and purposive sampling techniques to select the individual respondents.
Research Instrument: The study utilized a structured questionnaire titled “Usefulness of Mobile Learning Applications and Academic Performance Questionnaire (UMLAAPQ)” as the instrument for data collection.
Methods of Data Analysis: The collected data were analyzed using frequencies, percentages, means, and standard deviations to summarize and present the demographic characteristics of the respondents and their responses. Inferential statistics, particularly Pearson Product Moment Correlation (PPMC), were used to test the hypothesis.
Full outline for chapter three:
3.0 Introduction
3.1 Research Design
3.2 Population of the Study
3.3 Sample Size
3.4 Sampling Technique
3.5 Instrument for Data Collection
3.6 Validity of Instrument
3.7 Reliability of Instrument
3.8 Method of Data Collection
3.9 Method of Data Analysis
3.10 Ethical Consideration

CHAPTER FOUR; DATA PRESENTATION AND ANALYSIS
MAJOR FINDINGS (Preview)
The analysis results were presented in tables. Based on the results obtained from the analysis, the following findings are made: 

i. The study found that mobile learning applications are highly utilized among Computer Science students at Federal Polytechnic Nekede, as evidenced by a grand mean of 3.76, which is above the acceptance benchmark of 3.00.

ii. The study found that mobile learning applications are perceived as useful in enhancing learning among Computer Science students, as evidenced by a grand mean of 3.81, which is above the acceptance benchmark of 3.00. The corresponding hypothesis test further showed a correlation coefficient (r) of 0.69, t-value of 17.12, and p-value of 0.000 (p < 0.05), leading to the rejection of the null hypothesis.

iii. The study found that mobile learning applications have a significant positive effect on the academic performance of Computer Science students at Federal Polytechnic Nekede, as evidenced by a grand mean of 3.80, which is above the acceptance benchmark of 3.00. The corresponding hypothesis test further showed a correlation coefficient (r) of 0.73, t-value of 19.18, and p-value of 0.000 (p < 0.05), leading to the rejection of the null hypothesis.

iv. The study found that poor internet connectivity, high cost of internet data, frequent power outages, technical issues associated with mobile devices, distractions from non-academic applications, and limited digital skills are major challenges associated with the use of mobile learning applications among Computer Science students, as evidenced by a grand mean of 3.89, which is above the acceptance benchmark of 3.00.

CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
This chapter covers the following outline:
5.1 Introduction
5.2 Summary of the Study
5.3 Conclusion
5.4 Recommendations
5.5. Limitations of the Study
5.6 Suggestions for Further Studies

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