Effects of Mobile Learning and Self-Study Package on NCE Students’ Mathematics Achievement and Motivation

Improving students' achievement and motivation in Mathematics remains a major concern in mathematics education, particularly in Colleges of Education where conventional lecture methods often fail to promote active learning. This study investigated the effects of mobile learning and a self-study package on the mathematics achievement and motivation of Nigeria Certificate in Education (NCE) students in North-Central Nigeria. Using a quasi-experimental pretest–posttest non-equivalent control group design, 153 students were assigned to mobile learning, self-study package, and lecture method groups. Data were collected using a validated Mathematics Achievement Test (KR-20 = .79) and a motivation questionnaire. Descriptive statistics (mean and standard deviation) and Analysis of Covariance (ANCOVA) were used to analyze the data at the .05 significance level. The findings indicated that both mobile learning and the self-study package significantly improved students' Mathematics achievement and motivation compared with the lecture method (p < .05). The self-study package produced the highest gains in achievement while mobile learning gained higher motivation also demonstrated substantial effectiveness in enhancing students' engagement with Mathematics. The study concludes that learner-centred instructional approaches are more effective than conventional teaching methods in improving Mathematics learning outcomes. The findings support the integration of mobile learning and self-study packages into Mathematics instruction and provide evidence for adopting innovative pedagogies to enhance Mathematics education in Colleges of Education.