The Impacts of M-Learning Tools on Students' Performance and Self-Directed Learning Capabilities in Economics Subjects

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.

Keywords: M-learning, economics subject, student performance, self-directed learning, gamification, quality of education

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