Effect of Mobile Learning Apps & Instructional Strategy on Mathematics Achievement among Secondary School Students in Enugu State

Persistent underachievement in mathematics among Nigerian secondary school students, as reflected in fluctuating WASSCE results, has raised concerns about the effectiveness of traditional instructional methods and the role of technology in learning. This study investigated the effect of mobile learning applications and instructional strategies on mathematics achievement among secondary school students in Enugu State. Guided by the Constructivist Learning Theory and the Technology Acceptance Model, the study adopted a quasi-experimental design involving 300 students sampled from three public secondary schools, out of which 230 valid responses were analyzed. Data were collected using a structured questionnaire and pre-test/post-test assessments, with constructs measured on a 5-point Likert scale. Descriptive statistics, t-tests, and ANOVA were employed in data analysis. Findings revealed that students exposed to mobile learning apps (Udemy and Khan Academy apps) combined with learner-centered instructional strategies recorded significantly higher achievement gains (mean gain = +31.4) compared to those taught using conventional methods (mean gain = +14.6). Results further showed minimal gender disparities and consistent improvement across academic tracks, underscoring the universal benefit of mobile learning integration. The study concludes that the combined use of mobile learning apps and innovative instructional strategies substantially improves mathematics achievement and provides a viable solution to declining performance trends. It recommends curriculum integration of mobile learning, teacher professional development in technology use, provision of ICT infrastructure, and parental support for sustained learning beyond the classroom. Despite limitations in scope, sample size, and duration, the study provides empirical evidence for policymakers, educators, and stakeholders on the transformative potential of mobile-assisted learning in mathematics education.