| dc.creator |
Simwanza, Nturu C |
|
| dc.date |
2019-09-03T08:25:40Z |
|
| dc.date |
2019-09-03T08:25:40Z |
|
| dc.date |
2018 |
|
| dc.date.accessioned |
2022-10-20T14:03:15Z |
|
| dc.date.available |
2022-10-20T14:03:15Z |
|
| dc.identifier |
Simwanza, N.S. (2018). Effect of mobile learning technology user behavior on self-directed learning and academic performance: a cross sectional study among student nurses in Dodoma, Tanzania. Dodoma: The University of Dodoma |
|
| dc.identifier |
http://hdl.handle.net/20.500.12661/1501 |
|
| dc.identifier.uri |
http://hdl.handle.net/20.500.12661/1501 |
|
| dc.description |
Dissertation (MSc Nursing Education) |
|
| dc.description |
The goal of mobile learning technology in nursing education is to inspire student nurses for self–directed learning and to improve academic performance. This study intended to determine the effect of mobile learning technology user behavior on self-directed learning and academic performance among student nurses.
Methods: Analytical cross-sectional study with quantitative approach, which involved 418 respondents from four schools of nursing were selected by simple random sampling. Scaled Questions used to collect primary data; secondary data was collected by using documentary review.
Results: The findings analyzed done by using SPSS version 20, about 53.6 % of respondent were female. About 68.4% of the respondents found to have appropriate user behavior on Mobile learning technology, 61.7% of respondent had active in Self-directed learning. Multivariate logistic regression showed that there significant association between Mobile learning technology user behavior with other related factors and Self-directed learning p-value <0.05 level of significant. The factors were mobile device connectivity with network (AOR=0.470, p=0.028), accessibility of online content (AOR=2.918, p=0.014). There significant of the Mobile learning technology user behavior with related factors and academic performance p value < 0.05.The factors were respondent with active in self-directing learning (AOR=1.606, p=0.012), mode of study online and offline (AOR=1.519, p=0.040).
Conclusion: There is significant relationship of Mobile learning technology user behavior on Self-directed learning and academic performance. Respondents had appropriate use on Mobile learning technology, mainly used for educational purpose.
Recommendation: Nursing schools to reflect mobile device as a tool for teaching and learning in educational system. |
|
| dc.language |
en |
|
| dc.publisher |
The University of Dodoma |
|
| dc.subject |
Dodoma |
|
| dc.subject |
Tanzania |
|
| dc.subject |
Student nurses |
|
| dc.subject |
Nursing students |
|
| dc.subject |
Academic performances |
|
| dc.subject |
Academic achievements |
|
| dc.subject |
User behavior |
|
| dc.subject |
Mobile learning technology |
|
| dc.subject |
Self-directed learning |
|
| dc.title |
Effect of mobile learning technology user behavior on self-directed learning and academic performance: a cross sectional study among student nurses in Dodoma, Tanzania |
|
| dc.type |
Dissertation |
|