The Impacts of M-Learning Tools on Students' Performance and Self-Directed Learning Capabilities in Economics Subjects
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| Title: | The Impacts of M-Learning Tools on Students' Performance and Self-Directed Learning Capabilities in Economics Subjects |
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| Language: | English |
| Authors: | Mohd Zaim Zainal Adnan (ORCID |
| Source: | Educational Process: International Journal. Article e2026040 2026 22. |
| Availability: | UNIVERSITEPARK Limited. iTOWER Plaza (No61, 9th floor) Merkez Mh Akar Cd No3, Sisli, Istanbul, Turkey 34382. e-mail: editor@edupij.com; Web site: http://www.edupij.com/ |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2026 |
| Intended Audience: | Teachers |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | Economics Education, Electronic Learning, Academic Achievement, Independent Study, Secondary School Students, Foreign Countries, Influence of Technology |
| Geographic Terms: | Malaysia (Kuala Lumpur) |
| ISSN: | 2147-0901 2564-8020 |
| Abstract: | Background/Purpose: This article examines the impact of M-learning tools in economics courses, focusing on students' academic performance, self-directed learning, and ability to manage their studies outside traditional classrooms. The underpinning theories are the Technology Framework Model (TAM) and the self-directed learning theory. Implementing these two theories is also aligned with 21st-century teaching and learning approaches. Materials/Methods: The study used a quasi-experimental research design to identify the impacts of M-learning tools on students' academic performance and self-directed learning. There were 28 participants in both treatment and control groups. The research instruments were a set of questionnaires, a pretest, and post-tests. The data were analyzed using a paired t-test. Results: The findings indicate that the M-learning tool for the economics subject has positive impacts on students' academic performance and self-directed learning capabilities. The integration of M-learning tools in economics courses significantly enhances students' academic performance and self-directed learning. The findings of this study provide insights for economics teachers on integrating M-learning tools into their classrooms. Conclusion: This study offers a valuable contribution by highlighting the impact of M-learning on academic performance and the fostering of self-directed learning capabilities. The study's findings also illustrate the potential of M-learning tools to promote a flexible learning environment and self-directed learning capabilities. This study's findings also provide valuable insights for educators on integrating M-learning tools in their own classroom settings. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1505407 |
| Database: | ERIC |
| Abstract: | Background/Purpose: This article examines the impact of M-learning tools in economics courses, focusing on students' academic performance, self-directed learning, and ability to manage their studies outside traditional classrooms. The underpinning theories are the Technology Framework Model (TAM) and the self-directed learning theory. Implementing these two theories is also aligned with 21st-century teaching and learning approaches. Materials/Methods: The study used a quasi-experimental research design to identify the impacts of M-learning tools on students' academic performance and self-directed learning. There were 28 participants in both treatment and control groups. The research instruments were a set of questionnaires, a pretest, and post-tests. The data were analyzed using a paired t-test. Results: The findings indicate that the M-learning tool for the economics subject has positive impacts on students' academic performance and self-directed learning capabilities. The integration of M-learning tools in economics courses significantly enhances students' academic performance and self-directed learning. The findings of this study provide insights for economics teachers on integrating M-learning tools into their classrooms. Conclusion: This study offers a valuable contribution by highlighting the impact of M-learning on academic performance and the fostering of self-directed learning capabilities. The study's findings also illustrate the potential of M-learning tools to promote a flexible learning environment and self-directed learning capabilities. This study's findings also provide valuable insights for educators on integrating M-learning tools in their own classroom settings. |
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| ISSN: | 2147-0901 2564-8020 |
