The Extent to Which Mobile Learning is Employed in the Educational Process in Jordanian Government Schools from the Teachers' Perspective

Muneera abd alkareem shdefat


The study aimed to identify the extent of mobile learning employment in the educational process in Jordanian government schools from the teachers' perspective. To achieve the aim of the study, the descriptive approach was utilized where a questionnaire consisting of three domains (cognition, skill, and evaluation) was developed with (20) paragraphs. The paragraphs validity and reliability were established, then the questionnaire was distributed to the study sample that consisted of (360) teachers in Jordanian government schools.The results of the study showed that the extent of mobile learning employment in the educational process from the perspective of Jordanian government school teachers appeared with a low degree, with an arithmetic mean of (1.79). The results further showed a statistically significant difference in the evaluations of the study sample individuals for the authenticity of employing mobile learning in the educational process according to the perspective of Jordanian government school teachers according to the gender and attributed to the males, and on all dimensions, in addition to the presence of statistically significant differences according to the educational qualification and attributed to higher studies, at the macro level of the tool and on the cognition and skill domains.In light of the study results, the researcher recommended that the Ministry of Education should offer more specialized training courses and workshops in the field of teaching technology and mobile learning and recommend teachers to apply them in the educational process. Furthermore, it is required to spread awareness among teachers and students about the advantages of utilizing mobile learning and modern technology in learning.

Keywords: mobile learning, educational process.

DOI: 10.7176/RHSS/10-12-07

Publication date:June 30th 2020

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ISSN (Paper)2224-5766 ISSN (Online)2225-0484

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