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Do types of gadgets used for online learning have a bearing on student academic performance?

International Journal of Evaluation and Research in Education (IJERE) · Vol. 12 No. 4 (2023) · hlm. 2222–2229

DOI
10.11591/ijere.v12i4.25288
ISSN
2620-5440, 2252-8822
Terbit
2023-12-01
Penerbit
Institute of Advanced Engineering and Science
Bahasa
eng
Lisensi
creativecommons.org/licenses/by-nc/4.0

Abstrak

This paper explores the impacts of using smartphones vs laptops on students' academic achievement in their English courses and their satisfaction in learning English via open distance learning (ODL). Experiments were conducted in authentic teaching sessions with a total of 304 undergraduates from a local university. The methodology applied is a quasi-experimental design with post-test-only. Results indicate that the relationship between the grade obtained and level of satisfaction with gadget is low and not significant at 5% level of significance. However, there is a significant relationship between the level of satisfaction towards gadgets used for learning English courses and learning English via ODL classes since the p-value is significant with a correlation value of 0.455. Finally, there is a low correlation between the grade obtained and level of satisfaction in learning English during ODL classes. Future research should be conducted to further check on the effects of using mobile phones against other mobile devices on other subjects learnt in the universities.

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9 penulis · 19 tautan kepenulisan bersama · 13 lintas organisasi

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  • North Sumatra Islamic University
  • Universiti Teknologi MARA
  • INTI International University
  • Universitas Islam Negeri Sumatera Utara
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  • Organisasi sama
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Rekan penulisOrganisasiArtikel bersama
Julianti HairaniNorth Sumatra Islamic University1
Jumino SuhadiNorth Sumatra Islamic University1
Rahmah FithrianiUniversitas Islam Negeri Sumatera Utara1

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Sumber metadata: OAI-PMH (metadata jurnal) http://ijere.iaescore.com/index.php/IJERE/oai, pertama di-harvest 8 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en-US">Do types of gadgets used for online learning have a bearing on student academic performance?</dc:title>
	<dc:creator>Shanthi, Alice</dc:creator>
	<dc:creator>Heng, Lim Teck</dc:creator>
	<dc:creator>Sharminnie, Evelyn</dc:creator>
	<dc:creator>Purwarno, Purwarno</dc:creator>
	<dc:creator>Suhendi, Andang</dc:creator>
	<dc:creator>Xavierine, Jane</dc:creator>
	<dc:subject xml:lang="en-US">Higher education; Laptops; Open and distance learning; Smartphones</dc:subject>
	<dc:description xml:lang="en-US">This paper explores the impacts of using smartphones vs laptops on students' academic achievement in their English courses and their satisfaction in learning English via open distance learning (ODL). Experiments were conducted in authentic teaching sessions with a total of 304 undergraduates from a local university. The methodology applied is a quasi-experimental design with post-test-only. Results indicate that the relationship between the grade obtained and level of satisfaction with gadget is low and not significant at 5% level of significance. However, there is a significant relationship between the level of satisfaction towards gadgets used for learning English courses and learning English via ODL classes since the p-value is significant with a correlation value of 0.455. Finally, there is a low correlation between the grade obtained and level of satisfaction in learning English during ODL classes. Future research should be conducted to further check on the effects of using mobile phones against other mobile devices on other subjects learnt in the universities.</dc:description>
	<dc:publisher xml:lang="en-US">Institute of Advanced Engineering and Science</dc:publisher>
	<dc:contributor xml:lang="en-US"></dc:contributor>
	<dc:date>2023-12-01</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en-US"></dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://ijere.iaescore.com/index.php/IJERE/article/view/25288</dc:identifier>
	<dc:identifier>10.11591/ijere.v12i4.25288</dc:identifier>
	<dc:source xml:lang="en-US">International Journal of Evaluation and Research in Education (IJERE); Vol 12, No 4: December 2023; 2222-2229</dc:source>
	<dc:source>2620-5440</dc:source>
	<dc:source>2252-8822</dc:source>
	<dc:source>10.11591/ijere.v12i4</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://ijere.iaescore.com/index.php/IJERE/article/view/25288/13726</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2023 Institute of Advanced Engineering and Science</dc:rights>
	<dc:rights xml:lang="en-US">http://creativecommons.org/licenses/by-nc/4.0</dc:rights>
</oai_dc:dc>