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Impact of Mobile Learning Applications on Students’ Engagement in Accounting Education in Nigerian Polytechnics

Abstract

Mobile learning applications have become increasingly useful in education by providing students with convenient access to learning materials, interactive activities, assessments, and academic resources through mobile devices. In accounting education, mobile applications can provide opportunities for students to access accounting lessons, practice questions, tutorials, quizzes, and other learning resources beyond the conventional classroom environment. However, limited use of mobile learning technologies may reduce opportunities for flexible and interactive learning. This study therefore examines the impact of mobile learning applications on students’ engagement in accounting education in Nigerian polytechnics. Mobile learning applications involve the use of smartphone and tablet-based educational platforms to support teaching and learning activities. In accounting education, these applications may provide digital textbooks, accounting tutorials, interactive quizzes, practice exercises, discussion platforms, instructional videos, and other learning resources. Students can access these materials at different times and locations, allowing learning activities to extend beyond classroom instruction. The interactive nature of mobile applications may also encourage students to participate more actively in accounting learning activities. Students’ engagement in accounting education refers to the extent to which students actively participate in learning activities, pay attention to accounting lessons, interact with learning materials, complete academic tasks, and demonstrate interest in their studies. High levels of engagement can contribute to active participation and sustained involvement in the learning process. Mobile learning applications may enhance engagement by providing accessible learning resources, interactive activities, immediate feedback, and opportunities for students to participate in accounting learning activities using familiar mobile technologies. The study will adopt a survey research design. The population will comprise Accounting Education students in selected polytechnics in Nigeria. A structured questionnaire will be used as the major instrument for data collection and will be subjected to appropriate validation procedures. The reliability of the instrument will also be established before administration. Data collected will be analyzed using descriptive and inferential statistics, while the hypothesis will be tested at the 0.05 level of significance. The study is expected to establish that mobile learning applications have a significant positive impact on students’ engagement in accounting education. Students who regularly use relevant mobile learning applications are expected to demonstrate greater participation in accounting activities, increased interaction with learning materials, improved attention to lessons, and stronger involvement in academic tasks. The findings are expected to have important implications for the teaching and learning of accounting in polytechnics. Accounting lecturers may need to incorporate suitable mobile learning applications into classroom and independent learning activities. Mobile-based quizzes, accounting practice exercises, digital resources, discussion activities, and instructional materials may provide students with additional opportunities to participate actively in accounting education. The study will be beneficial to Accounting Education students, accounting lecturers, curriculum planners, educational technology practitioners, and polytechnic administrators. Students may benefit from greater access to flexible and interactive learning resources, while lecturers may gain useful information for developing technology-supported instructional strategies. Curriculum planners and administrators may also use the findings to promote appropriate integration of mobile learning technologies into accounting education programmes. The study recommends increased integration of appropriate mobile learning applications into accounting education, particularly for supplementary learning, practice, revision, and assessment activities. Lecturers should select applications that are relevant to accounting learning objectives and encourage students to use them responsibly and consistently. The study concludes that effective use of mobile learning applications can enhance students’ engagement in accounting education by providing accessible, interactive, and flexible learning experiences.

Keywords: Mobile Learning Applications, Student Engagement, Accounting Education, Accounting Students, Mobile Learning, Educational Technology, Digital Learning, Interactive Learning, Learning Applications, Student Participation, Academic Engagement, Mobile Education, Accounting Learning, Technology-Supported Learning, Accounting Instruction