The Effect of Education via M-learning on Learning, Retention and Progress Motivation

Subject Areas : Educational management

Fereshteh  Alikhani ¹ (M.A. in Educational Technology, Educational Organization of Kurdistan Province, Kamyaran, Iran)
Parastoo  Alikhani ² (Ph.D. Student in Information Technology in Higher Education, Shahid Beheshti University, Tehran, Iran)
Maryam  Eslampanah ³ (Assistant Professor of Educational Technology Department, Kermanshah Branch, Islamic Azad University, Kermanshah, Iran)

Received: 2014-08-18 Accepted : 2014-11-04 Published : 2015-08-01

Keywords: education, learning, Retention, M-learning, progress motivation,

Abstract :

The present study investigated the effect of education via M-learning on learning, retention and progress motivation comparing it with traditional methods. This study was quasi-experimental with pretest-posttest design with control group. The statistical population included students of hydrology engineering at agriculture faculty of Kermanshah Branch, Islamic Azad University (N= 74). Through Cochran formula, 38 of the participants were selected as the study sample. Before conducting the test, the learning pre-test and Herman's questionnaire were used for both groups in similar conditions. After three weeks, the post-test for learning and progress motivation were administered and after one month, the retention test was administered to both groups. The findings were analyzed using descriptive statistics and independent t-test. Data were analyzed using SPSS software. The results of this study showed a high level of learning and retention in M-learning than traditional methods. But, the motivation for progress in traditional methods was higher than M-learning.

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