A Mobile-Based Instruction Application: The Effect of Mobile-Based Concept Instruction on Academic Achievement, Retention and Attitudes of Students

Abstract

The main purpose of this study was to examine the impact of concept teaching that was designed according to Component Display Theory(CDT) in web environment on the students’ academic achievement, retention, and attitudes. Pretest-posttest experimental design was used in the study. Independent variables of the study were mobile-based learning in which component display theory was applied and mobile-based learning in which traditional instruction was applied. Dependent variables were academic achievement, retention and attitudes toward mobile-based instruction.

The study covered 72 students at the faculty of commerce and tourism, the department of office management education. In the study, the statistical significance level was set at 0.05. In data analysis, frequencies, percentages, averages, and standard deviations were calculated and for group comparisons, t-test was used. Experimental and control groups were assigned impartially, as those with smart phones and those without smart phones. According to the study findings, in terms of academic achievement, at the beginning there was not a significant difference between groups but at the end of the treatment, there was a significant difference in favour of treatment groups.

In conclusion, the impact of the instruction based on CDT in mobile environment on the students’ achievement, retention and attitudes was supported and proved by the study findings including statistical analyses.

Key Words: m-learning, Component Display Theory, concept teaching, Mobile–Based Instruction,