Mobile Application Usage and Academic Performance: Examining the Moderating Effect of Learning Strategies

Purpose:The aim of this study was to investigate the moderating effect of learning strategies in the relationship between the mobile application usage and student performance.Design/Methodology/Approach: The study utilized primary data, and 317 participants were purposively selected as representative sample from the population of 1,769 students.The data was analysed using Partial Least Square Structural Equation Model (PLS-SEM).Findings: The findings reported that, effective learning strategies moderate the relationship between mobile application usage and student performance in Kwara State University, Malete.Practical Implications: With rapid development in mobile technology in Nigeria, the use of mobile phone has been regarded as one of the effective learning tools among the students of higher learning.Originality/Value: The study suggests that mobile applications should be integrated into students' learning processes using a pedagogical approach, as their user-friendly design can promotes effective utilization by students.