Analysis of M-learning Utilization Challenges, Learning Purposes and Benefits for Improved Business Education Outcomes in Nigerian Universities

Titus A. Umoru

doi:doi:10.11648/j.edu.s.2015040601.11

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Analysis of M-learning Utilization Challenges, Learning Purposes and Benefits for Improved Business Education Outcomes in Nigerian Universities

Titus A. Umoru

Published in Education Journal (Volume 4, Issue 6-1)

Received: 3 September 2015 Accepted: 8 October 2015 Published: 30 November 2015

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Abstract

The study centered on m-learning utilization challenges, learning purposes and benefits for improved business education outcomes in Nigerian Universities. The study identified 33 critical challenges, purposes and benefits of m-learning utilization that affect business education outcomes. The research question “what are the m-learning utilization challenges, learning purposes and benefits for improved business education outcomes in Nigerian Universities?” was answered. One hypothesis “significant difference does not exist between students and teachers’ responses regarding m-learning utilization challenges, learning purposes and benefits for improved business education outcomes in Nigerian Universities” was tested. Descriptive survey design was adopted for the study. M-learning Utilization Challenges, Purposes and Benefits Questionnaire (MUCPBQ) was used to gather data for the study. Cronbach Alpha was used to determine the reliability of the questionnaire which yielded a reliability coefficient of 0.74. The questionnaire items were administered on 281 teachers and 262 students who are registered members of the Association of Business Educators of Nigeria. All the respondents completed and returned their questionnaire. The data collected to answer the research question were analyzed using mean and standard deviation and the hypothesis was tested using one way Multivariate Analysis of Variance (MANOVA) at 0.05 level of significance. It was found that m-learning devices have utilization challenges, learning purposes and benefits and there was no significant difference between teachers and students’ responses regarding m-learning utilization challenges, learning purposes and benefits for improved business education outcomes in Nigerian Universities (F (1, 541) = 1.67, P= 0.173). It was recommended, among others, that students, teachers and concerned university authorities should embrace the opportunities offered by m-learning devices by ensuring their effective utilization so that the challenges of utilizing m-learning devices would be overcome and the required business education outcomes achieved.

Published in	Education Journal (Volume 4, Issue 6-1) This article belongs to the Special Issue New Dimensions in Vocational Business Education Teaching and Learning
DOI	10.11648/j.edu.s.2015040601.11
Page(s)	1-8
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2015. Published by Science Publishing Group

Keywords

M-learning, Utilization Challenges, Learning Purposes, Benefits, Business Education Outcomes

References

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Titus A. Umoru. (2015). Analysis of M-learning Utilization Challenges, Learning Purposes and Benefits for Improved Business Education Outcomes in Nigerian Universities. Education Journal, 4(6-1), 1-8. https://doi.org/10.11648/j.edu.s.2015040601.11

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Titus A. Umoru. Analysis of M-learning Utilization Challenges, Learning Purposes and Benefits for Improved Business Education Outcomes in Nigerian Universities. Educ. J. 2015, 4(6-1), 1-8. doi: 10.11648/j.edu.s.2015040601.11

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Titus A. Umoru. Analysis of M-learning Utilization Challenges, Learning Purposes and Benefits for Improved Business Education Outcomes in Nigerian Universities. Educ J. 2015;4(6-1):1-8. doi: 10.11648/j.edu.s.2015040601.11

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@article{10.11648/j.edu.s.2015040601.11,
  author = {Titus A. Umoru},
  title = {Analysis of M-learning Utilization Challenges, Learning Purposes and Benefits for Improved Business Education Outcomes in Nigerian Universities},
  journal = {Education Journal},
  volume = {4},
  number = {6-1},
  pages = {1-8},
  doi = {10.11648/j.edu.s.2015040601.11},
  url = {https://doi.org/10.11648/j.edu.s.2015040601.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.s.2015040601.11},
  abstract = {The study centered on m-learning utilization challenges, learning purposes and benefits for improved business education outcomes in Nigerian Universities. The study identified 33 critical challenges, purposes and benefits of m-learning utilization that affect business education outcomes. The research question “what are the m-learning utilization challenges, learning purposes and benefits for improved business education outcomes in Nigerian Universities?” was answered. One hypothesis “significant difference does not exist between students and teachers’ responses regarding m-learning utilization challenges, learning purposes and benefits for improved business education outcomes in Nigerian Universities” was tested. Descriptive survey design was adopted for the study. M-learning Utilization Challenges, Purposes and Benefits Questionnaire (MUCPBQ) was used to gather data for the study. Cronbach Alpha was used to determine the reliability of the questionnaire which yielded a reliability coefficient of 0.74. The questionnaire items were administered on 281 teachers and 262 students who are registered members of the Association of Business Educators of Nigeria. All the respondents completed and returned their questionnaire. The data collected to answer the research question were analyzed using mean and standard deviation and the hypothesis was tested using one way Multivariate Analysis of Variance (MANOVA) at 0.05 level of significance. It was found that m-learning devices have utilization challenges, learning purposes and benefits and there was no significant difference between teachers and students’ responses regarding m-learning utilization challenges, learning purposes and benefits for improved business education outcomes in Nigerian Universities (F (1, 541) = 1.67, P= 0.173). It was recommended, among others, that students, teachers and concerned university authorities should embrace the opportunities offered by m-learning devices by ensuring their effective utilization so that the challenges of utilizing m-learning devices would be overcome and the required business education outcomes achieved.},
 year = {2015}
}

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AU  - Titus A. Umoru
Y1  - 2015/11/30
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AB  - The study centered on m-learning utilization challenges, learning purposes and benefits for improved business education outcomes in Nigerian Universities. The study identified 33 critical challenges, purposes and benefits of m-learning utilization that affect business education outcomes. The research question “what are the m-learning utilization challenges, learning purposes and benefits for improved business education outcomes in Nigerian Universities?” was answered. One hypothesis “significant difference does not exist between students and teachers’ responses regarding m-learning utilization challenges, learning purposes and benefits for improved business education outcomes in Nigerian Universities” was tested. Descriptive survey design was adopted for the study. M-learning Utilization Challenges, Purposes and Benefits Questionnaire (MUCPBQ) was used to gather data for the study. Cronbach Alpha was used to determine the reliability of the questionnaire which yielded a reliability coefficient of 0.74. The questionnaire items were administered on 281 teachers and 262 students who are registered members of the Association of Business Educators of Nigeria. All the respondents completed and returned their questionnaire. The data collected to answer the research question were analyzed using mean and standard deviation and the hypothesis was tested using one way Multivariate Analysis of Variance (MANOVA) at 0.05 level of significance. It was found that m-learning devices have utilization challenges, learning purposes and benefits and there was no significant difference between teachers and students’ responses regarding m-learning utilization challenges, learning purposes and benefits for improved business education outcomes in Nigerian Universities (F (1, 541) = 1.67, P= 0.173). It was recommended, among others, that students, teachers and concerned university authorities should embrace the opportunities offered by m-learning devices by ensuring their effective utilization so that the challenges of utilizing m-learning devices would be overcome and the required business education outcomes achieved.
VL  - 4
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Titus A. Umoru

Business Education, Kwara State University, Malete, Ilorin, Nigeria

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Titus A. Umoru. (2015). Analysis of M-learning Utilization Challenges, Learning Purposes and Benefits for Improved Business Education Outcomes in Nigerian Universities. Education Journal, 4(6-1), 1-8. https://doi.org/10.11648/j.edu.s.2015040601.11

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Titus A. Umoru. Analysis of M-learning Utilization Challenges, Learning Purposes and Benefits for Improved Business Education Outcomes in Nigerian Universities. Educ. J. 2015, 4(6-1), 1-8. doi: 10.11648/j.edu.s.2015040601.11

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Titus A. Umoru. Analysis of M-learning Utilization Challenges, Learning Purposes and Benefits for Improved Business Education Outcomes in Nigerian Universities. Educ J. 2015;4(6-1):1-8. doi: 10.11648/j.edu.s.2015040601.11

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@article{10.11648/j.edu.s.2015040601.11,
  author = {Titus A. Umoru},
  title = {Analysis of M-learning Utilization Challenges, Learning Purposes and Benefits for Improved Business Education Outcomes in Nigerian Universities},
  journal = {Education Journal},
  volume = {4},
  number = {6-1},
  pages = {1-8},
  doi = {10.11648/j.edu.s.2015040601.11},
  url = {https://doi.org/10.11648/j.edu.s.2015040601.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.s.2015040601.11},
  abstract = {The study centered on m-learning utilization challenges, learning purposes and benefits for improved business education outcomes in Nigerian Universities. The study identified 33 critical challenges, purposes and benefits of m-learning utilization that affect business education outcomes. The research question “what are the m-learning utilization challenges, learning purposes and benefits for improved business education outcomes in Nigerian Universities?” was answered. One hypothesis “significant difference does not exist between students and teachers’ responses regarding m-learning utilization challenges, learning purposes and benefits for improved business education outcomes in Nigerian Universities” was tested. Descriptive survey design was adopted for the study. M-learning Utilization Challenges, Purposes and Benefits Questionnaire (MUCPBQ) was used to gather data for the study. Cronbach Alpha was used to determine the reliability of the questionnaire which yielded a reliability coefficient of 0.74. The questionnaire items were administered on 281 teachers and 262 students who are registered members of the Association of Business Educators of Nigeria. All the respondents completed and returned their questionnaire. The data collected to answer the research question were analyzed using mean and standard deviation and the hypothesis was tested using one way Multivariate Analysis of Variance (MANOVA) at 0.05 level of significance. It was found that m-learning devices have utilization challenges, learning purposes and benefits and there was no significant difference between teachers and students’ responses regarding m-learning utilization challenges, learning purposes and benefits for improved business education outcomes in Nigerian Universities (F (1, 541) = 1.67, P= 0.173). It was recommended, among others, that students, teachers and concerned university authorities should embrace the opportunities offered by m-learning devices by ensuring their effective utilization so that the challenges of utilizing m-learning devices would be overcome and the required business education outcomes achieved.},
 year = {2015}
}

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TY  - JOUR
T1  - Analysis of M-learning Utilization Challenges, Learning Purposes and Benefits for Improved Business Education Outcomes in Nigerian Universities
AU  - Titus A. Umoru
Y1  - 2015/11/30
PY  - 2015
N1  - https://doi.org/10.11648/j.edu.s.2015040601.11
DO  - 10.11648/j.edu.s.2015040601.11
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 1
EP  - 8
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.s.2015040601.11
AB  - The study centered on m-learning utilization challenges, learning purposes and benefits for improved business education outcomes in Nigerian Universities. The study identified 33 critical challenges, purposes and benefits of m-learning utilization that affect business education outcomes. The research question “what are the m-learning utilization challenges, learning purposes and benefits for improved business education outcomes in Nigerian Universities?” was answered. One hypothesis “significant difference does not exist between students and teachers’ responses regarding m-learning utilization challenges, learning purposes and benefits for improved business education outcomes in Nigerian Universities” was tested. Descriptive survey design was adopted for the study. M-learning Utilization Challenges, Purposes and Benefits Questionnaire (MUCPBQ) was used to gather data for the study. Cronbach Alpha was used to determine the reliability of the questionnaire which yielded a reliability coefficient of 0.74. The questionnaire items were administered on 281 teachers and 262 students who are registered members of the Association of Business Educators of Nigeria. All the respondents completed and returned their questionnaire. The data collected to answer the research question were analyzed using mean and standard deviation and the hypothesis was tested using one way Multivariate Analysis of Variance (MANOVA) at 0.05 level of significance. It was found that m-learning devices have utilization challenges, learning purposes and benefits and there was no significant difference between teachers and students’ responses regarding m-learning utilization challenges, learning purposes and benefits for improved business education outcomes in Nigerian Universities (F (1, 541) = 1.67, P= 0.173). It was recommended, among others, that students, teachers and concerned university authorities should embrace the opportunities offered by m-learning devices by ensuring their effective utilization so that the challenges of utilizing m-learning devices would be overcome and the required business education outcomes achieved.
VL  - 4
IS  - 6-1
ER  -

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