Instructors' Utilization of Mobile Learning Applications for Teaching and the Mentee' Classroom Performance

Abstract

This study investigates the integration of mobile learning applications in education and their impact on classroom performance. With technology transforming traditional teaching methods, mobile apps have become integral to contemporary classrooms. However, the effectiveness of their use varies among instructors due to factors like pedagogical preferences and technological proficiency. The research aims to assess how mobile learning applications are utilized and their relationship with student performance. It employs a descriptive comparative-correlational design, surveying 379 students from Henan University of Traditional Chinese Medicine. The questionnaire evaluates alignment with learning objectives, student engagement, pedagogical effectiveness, assessment and feedback, and data privacy. The study applies statistical analysis to determine significant relationships and informs strategic guidelines for technology use in education. The findings contribute to a better understanding of mobile learning applications, offering insights for educators and policymakers to enhance teaching strategies and improve student outcomes.