Students' Experience With M-Learning Applications and Their Academic Performance in General Mathematics: Evidence from Grade 11 HUMSS Students
DOI:
https://doi.org/10.31098/jess.v4i2.4366Keywords:
M-Learning Application, Student Experience, Academic Performance, Mathematics Learning, Grade 11 HUMSS Students, Descriptive-Correlational Design, Mobile Learning, Learning Engagement, Statistical Analysis, Pearson Correlation, Educational TechnologyAbstract
This study investigated Grade 11-HUMSS students’ experiences with the mLearning application at North Central Mindanao College during the second semester of S.Y. 2024–2025 and its relationship to academic performance. Fifty-two students participated, and a quantitative descriptive correlational design was used, employing percentages, weighted means, and Pearson’s correlation coefficient. Findings revealed that students’ experiences with the mLearning application were moderate (M = 3.05), with most appreciating its diverse approaches to solving math problems, while some reported minor distractions. Academic performance analysis showed that 50% of students earned an Average grade (75–79), 21.15% received Very Satisfactory (85–89), 17.31% achieved Excellent (90–100), and 11.54% obtained Satisfactory (80–84). Statistical results indicated a significant relationship between students’ experiences with the mLearning application and their academic performance (p = 0.001). This study enhances the existing literature on mobile learning by presenting evidence about the correlation between students' experiences with mLearning applications and their academic achievement in General Mathematics among Grade 11 HUMSS students. The results may aid educators in developing technology-enhanced learning environments that foster engagement and academic achievement. The results suggest that schools and teachers may benefit from integrating well-designed mobile learning applications into mathematics instruction while providing appropriate guidance to minimize distractions.
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