1. A Case Study of Student’s Attitude Towards the Adoption of Educational Apps and Mobilization as Teaching and Learning Tools at a Historical Black College (HBCU) in the Southeastern Part of the United States Pramod Jasti Dr. Albertha Lawson Dr. Moustapha Diack Dr. Ferial Khaddage 1

2. Abstract  Mobile application is a software application designed to run on Smartphones. Because of the significant advancement in mobilization technology, how these devices are perceived and accepted by students need to be better understood. Research in this pilot study investigated student’s attitude and reaction toward the adoption of mobilization technology in the classroom. The study researched current integration of mobile technology in the classroom. Special attention was given to the design quality of educational Apps used in the STEM Discipline and the perception students enrolled in science, mathematics and technology (STEM) programs view the use of mobile technology. 2

3. Introduction Mobile learning is the ability to provide educational knowledge to students, through devices such as smartphones, ipads, ipods and notebooks. According to “project tomorrow speak up survey”, more than half of the students from grades 6-12 believe that adoption of mobile technology into their classroom improves their performance. 3

4. Introduction  This pilot study investigated the attitude of students attending a Historically Black College (HBCU) in the southeastern part of the United States toward educational apps. The study also explored mobilization as a teaching and learning. How students perceived mobilization and how this perception could impact student success were among the factors of interest. Investigated how mobile Apps can benefit e-learning education at the university. 4

5. Research Hypothesis It has already been found that students in particular seem very enthusiastic about using mobile technology for learning. And, it has been found that student’s enthusiasm is so acute about the use of technology that they are willing to put up with significant technical difficulties—the benefits so outweigh the hiccups (Marmarelli & Ringle, 2011, & Morton &Jack, 2010). This study hypothesized that students at HBCU share this enthusiasm and have positive attitudes toward the use of educational apps and mobilization as teaching and learning tools. The investigation of this hypothesis was guided by the following research questions: 5

6. Research Question  What are the students’ perceived benefits of using Mobile Apps for learning in STEM instruction?  What are the student’s reactions towards adoption of mobile apps in classroom?  Did Mobile Apps in Education make an impact in classroom environment? 6

7. Literature Review  According to Jason Seiken, “Mobile Learning is the latest technology that’s being adopted nowadays by the faculty in the classroom environment”.  Public Broadcasting Service KIDS validates that mobile application engage students in classroom environment (PBSKIDS, 2010). 7

8. Literature Review  Cynthia Chiong & Carly Shuler validates that children nowadays are more comfortable with the adoption of mobile phone and mobile phone applications in a classroom environment.  According to Nielsen study, “Mobile phone usage in children’s is 12% higher than elderly households”. Mobile application is the greatest learning tool for children in recent years. 8

9. Best Mobile Applications for Student Learning HMH FUSE Algebra 1: The HMH FUSE Algebra 1 inspires students to access the use of personalized lesson plans by providing access to video tutorials, homework help, quizzes, hints, and many other required features to teach, review, and assess the concepts (SILVIA, 2012). Schoology: Schoology mobile app is a course based management system which allows instructor by providing tools to engage students in a safe and secure environment. With an easy to use mobile interface instructor can deploy this app into course curriculum (Schoology, 2014). 9

10. Methodology  In this case study, Data were collected via an online survey from students enrolled in both graduate and under graduate programs regarding adoption of mobile technology into their curriculum. The survey consisted of 15 questions. 9 of the questions were ordinal and 6 descriptive. Because this pilot study is being uses to provide quick incited into a more in-depth study of mobile apps at HBCUs, no opened-ended question was included at this time. Descriptive statistical analysis was used to analyze the results of the survey and provide guidance to the next phase of this study. 10

11. Sample  This case study utilized a probability sample of a closed population enrolled in STEM programs at a HBCU in the southeastern part of the United States. A total of 20 students were randomly surveyed online from different STEM departments and asked to respond to questions related to their attitude towards the use of educational apps and mobilization. Of the 20 students surveyed, 15 responded. Students who responded included 7 under graduate students and 8 graduate students. Under graduate student respondents included 43% male and 57% female participants. Graduate student respondents included 63% male and 37% females with majoring in 3 different fields. 11

12. Results and Findings  Question: What are the students’ perceived benefits of using Mobile Apps for learning in STEM instruction?  Descriptive analysis regarding student’s perceived benefits showed that 90% of respondents engaging and interesting and 10% answered good in the classroom activity. All the students get connected from anywhere and get the stuff done faster. 12

13. Results and Findings  What are the student’s reactions towards adoption of mobile apps in classroom?  Research results indicate that the student’s who had access to mobile application, respond that they are engaged and were more interactive in classroom activities. More than 89% of respondents are looking forward to embed the mobile learning technology into their curriculum. 13

14. Results and Findings  Did Mobile Apps in Education make an impact in classroom environment?  Results provide positive impact of employing mobile applications in classroom environment. More than 85% of students showed more enthusiasm to learn the subject, and approximately 15% of students probably showed good results in their classroom activities. 14

15. Conclusion  Mobile application adoption in classroom helps both faculty and students’ to produce positive result through students’ interaction and engagement. Employing mobile learning in classroom shows increase in student learning outcome and have a positive impact on college curriculum in 21 st century classrooms. 15

16. References  HMH Fuse: Algebra 1 App Boosts Math Scores. (SILVIA, 2012). Retrieved from http://www.avatargeneration.com/2012/08/hmh-fuse-algebra-1- app-boosts-math-scores/  Klopfer, E., and Squire, K. (2008). ‘Environmental Detectives: the development of an augmented reality platform for environmental simulations’. Educational Technology Research and Development, 56(2), 203-228.  Marmarelli, T., & Ringle, M. (2011). The Reed College iPad study.Reed College. Retrieved November 4, 2011, from http://www.reed.edu/cis/about/ipad_pilot/Reed_ipad_report.pdf 16

17. References  PBSKIDS. (2010, may). Mobile apps are new source of learning. Retrieved from http://www.prnewswire.com/news- releases/theres-an-app-for-that-pbs-kids-study-finds-mobile- apps-are-new-source-of-learning-94819794.html  Schoology. (2014, January 25). Expand blended learning without the cost.. Retrieved from https://www.schoology.com/contact.php 17

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