This study determined engagement in mobile learning as a correlate of academic performance among science education students. The correlation survey research design was employed. The population of the study comprised 83(34 males and 49 females) science education level 3 students of 2017/2018 academic session in the two public universities in Enugu State. The sample was all the eighty three (83) science education level 3 students since it is manageable. Two instruments; Students’ Engagement in Mobile Learning Questionnaire (SEMLQ) and Students’ Academic Performance Proforma (SAPP) developed by the researchers were used to collect data. The SEMLQ was subjected to reliability analysis using Cronbach Alpha Method. Data collected were analyzed using multiple regression analysis to answer the research questions and test the hypotheses at 0.05 level of significance. The result showed that: the regression/beta coefficients (β) associated with each of the predictor variables in predicting students’ academic performance was significant. A coefficient of determination (R2) of 0.77 obtained indicated that 77% of variation in students’ academic performance was attributable to students’ engagement in mobile learning compositely; gender does not significantly moderate the prediction of students’ academic performance.
Citation: Agbo Lourita Princess, Nwafor, Stephen Chinedu, Odukwe, Ogochukwu Chinelo (2021) Engagement in Mobile Learning As a Correlate of Academic Performance among Science Education Students in Public Universities in Enugu State, Nigeria, European Journal of Training and Development Studies, Vol.8 No.2, pp.1-10
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