“…Numerous factors have been found to hinder the adoption of MLSs in many developing countries. Some of the factors reported in empirical literature that affect the adoption of MBL in many developing economies include the following lack of resource access (Sarrab, Elbasir, & Alnaeli, 2016), inadequate training opportunities (Muzurura, 2019), lack of confidence amongst among teachers (Lien, 2014), paucity of time (Jambulingam, 2013), insufficient knowledge about integration of mobile learning in lessons (Khan, Al-Shihi, Al-Khanjari, & Sarrab, 2015), technical issues (Essary, 2014), poor administrative support and poor fit with the curriculum (Akeriwa et al, 2015;Mtebe & Raisamo, 2014), lack of self-motivation (Keengwe & Bhargava, 2014;Lien, 2014), lack of MLSs confidence (Clarke & Braun, 2013); lack of funding (Adedoja, Adelore, Egbokhare, & Oluleye, 2013), lack of skilled teachers (Akeriwa et al, 2015); poor supporting infrastructure (Bao, Xiong, Hu, & Kibelloh, 2013;Mtebe & Raisamo, 2014;Rambe & Bere, 2013) poor network connectivity (Macharia & Pelser, 2014;Sarrab. et al, 2016) lack of ICT integration in secondary school curriculum (Prajapati & Patel, 2014); lack of awareness of MLSs (Barani, 2014;Sarrab et al, 2015), and regular power interruptions (Mtebe & Raisamo, 2014).…”