In sub-Saharan Africa, particularly in rural Nigeria, students in high school face the challenge of lacking exposure to English. For most, English language class are the only opportunity for learning English. Consequently, English skills are poor.
On the other hand, the use of mobile phones in Nigeria has continued to soar, with everyone having at least one mobile phone and Short Messaging Service (SMS) becoming the cheapest and regular mode of communication across different socio-economic spheres. Thus, there is great potential for this technology to be used as an instructional tool.
In this study, an SMS-based mobile learning system is employed in teaching high school students English. In order to determine if there were significant differences between students' success rate, pretests were administered to the experimental and control groups, after both received classroom instructions from the same Instructor. Subsequently, post-tests were administered to both groups, after the experimental and control groups had received SMS-based instruction and extra classroom instructions respectively. A paired sampled t-test was carried out and the results clearly revealed that after receiving the SMS-based instruction, the experimental group performed better than their counterparts who had received additional classroom instructions.
In sub-Saharan Africa, particularly in rural Nigeria, students in high school face the challenge of lacking exposure to English. For most, English language class are the only opportunity for learning English. Consequently, English skills are poor.
On the other hand, the use of mobile phones in Nigeria has continued to soar, with everyone having at least one mobile phone and Short Messaging Service (SMS) becoming the cheapest and regular mode of communication across different socio-economic spheres. Thus, there is great potential for this technology to be used as an instructional tool.
In this study, an SMS-based mobile learning system is employed in teaching high school students English. In order to determine if there were significant differences between students' success rate, pretests were administered to the experimental and control groups, after both received classroom instructions from the same Instructor. Subsequently, post-tests were administered to both groups, after the experimental and control groups had received SMS-based instruction and extra classroom instructions respectively. A paired sampled t-test was carried out and the results clearly revealed that after receiving the SMS-based instruction, the experimental group performed better than their counterparts who had received additional classroom instructions.
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