M-Learning in Higher Education: Exploring the Gender Based Faculty Performance of Business Schools in Pakistan

Abstract

This study aims to observe the influence of inclusion of mobile learning in Business Schools on students’ performance and gender based faculty members’ performance in business schools in Karachi, Pakistan. The functions offered in mobile phones include the access to information of real-time, medium of communication, and host of affordances. Nevertheless, along with the opportunities and incentives the mobile devices carry opportunities for students to involve in academic dishonesty, deviation and distraction from the assigned tasks. By employing quantitative research method, this study tends to conduct an experiment to explore if faculty members in business schools perform differently based on their different genders with the inclusion of mobile learning. The result of the study reveals no difference between the performance of male and female faculty members with the inclusion of mobile learning by implementing the Google Class into their regular classes. Therefore, this study recommends the academic leaders, curriculum designers, and educationists in the field of business education to pay attention on the inclusion of mobile learning, as it is equally beneficial to students and faculty members regardless of their different genders.

Gender Differences in English Language Learning

“…This result was consistent with Manzoor et al, (2020) andJeong, Feng, Krämer, Miller, &Marsella (2017) who revealed similar findings. It might be because se the gendered tendency in terms of social gender anticipation and the occupation tendency.…”

4th IR – The Impact the Use of Mobile Teaching Devices will have on Higher Education

“…Clear "rules" on the use of mobile devices in the classroom need to be communicated to the students to minimize the distraction of other students by those that are using their mobile devices to access non-academic information such as social media during class time. The findings of this study are not dissimilar to studies reviewed during the research of this paper, for example Manzoor, Sarwar, and Asim (2020) found that learning with the help of mobile phones makes the learners of today's technological advanced era more comfortable and thus helps them to improve their learning. The shift of electronic era to mobile services has started following the paradigm "anytime, anywhere computing.…”

Tech‐infused classrooms: A comprehensive study on the interplay of mobile learning, ChatGPT and social media in academic attainment

“…(2023), who argue that combining AI and M‐learning will significantly enhance accessibility to education and individualization. The expected moderation effect of ChatGPT, which was supposed to bridge the gap in M‐learning by offering immediate feedback along with customized explanations (Bin‐Nashwan et al., 2023; Tang et al., 2022), was not observed in this study, despite the acknowledged impact of M‐learning on academic performance in Pakistani universities (Afzal & Anwar, 2023; Manzoor et al., 2020).…”

“…However, there is growing consensus among scholars regarding the advantages of M‐learning in providing knowledge at a single click (Nuseir et al., 2022). The relationship between M‐learning and improved academic performance is gaining significant importance in Pakistani universities (Afzal & Anwar, 2023; Manzoor et al., 2020).…”

“…In the literature, it was found that several researchers had conducted studies on the present study's variables using quantitative research approaches (Bin‐Nashwan et al., 2023; Cai et al., 2023; Gozalo‐Brizuela & Garrido‐Merchan, 2023). Very few researchers studied these variables using qualitative research approaches (Manzoor et al., 2020; Spector, 2019). Following the trend, the authors used a quantitative research approach and positivistic research philosophy to study the mediating and moderating effect of social media and ChatGPT on the relationship between M‐learning and Pakistani university students' academic performance.…”