Abstract
This paper explores the availability of mobile phone technologies to the teachers and students of a public university
in Pakistan, The purpose of its use and their readiness to learning through mobile phones. The data were collected by
administering a survey questionnaire to randomly selected 38 university teachers and 288 students. The data were
analyzed using percentages, independent samples t-test and ANOVA. The results show that more male students
owned mobile phone and smart phone as compared to female students whereas more female teachers owned a smart
phone as compared to male teachers. Forty three percent of the male teachers have used mobile phones for teaching
and learning as compared to 68% of the female teachers. The t-test has reported that there is no significant difference
in readiness to use m-learning by student gender, whereas, the male teachers showed higher readiness to use mlearning as compared to female teachers. The t-test further confirmed that there are no gender differences in comfort
ability to use m-learning for both the students and the teachers. The ANOVA shows that the students from the
disciplines of education, mathematics and computer science were equally ready to use m-learning. The ANOVA and
a Tukey post hoc test revealed that the students from the disciplines of education and computer science were
significantly more comfortable to use m-learning as compared to students from the discipline of mathematics.
However, no statistically significant difference is found in comfort ability to use m-learning between students from
the disciplines of education and computer science. The results of the study could inform university administrators
and faculty members about the possibilities of using m-learning in their classes.
Intzar Hussain Butt, Shahzada Qaisar. (2017) Readiness of Pakistani University Teachers and Students for M-Learning in a Public University, Journal of Research and Reflections in Education, Volume 11, Issue 1.
-
Views
1060 -
Downloads
99
Article Details
Volume
Issue
Type
Language
