The effect of mobile application to promote learning English for primary school students

Abstract

This study aims to investigate the impact of mobile learning apps on primary school students' motivation and performance in English using Mayer's Cognitive Theory of Multimedia Learning. Monotonous traditional education lowers student motivation, lowering student performance in English. This will also impact their performance in English. Mobile learning applications built on Mayer's Cognitive Theory of Multimedia Learning may be one way to increase students' motivation, which will help them solve problems more effectively and boost their performance. A pre-experimental study design was used, in which one group was examined with a comparison within a single group observed through time in the control group. A primary school's 26-year-five students were the samples discovered through purposive sampling. A questionnaire examined the effectiveness of motivation. In the meantime, students' performance was evaluated using an achievement test. Validity and reliability tests have been conducted on each instrument. To examine the impact of motivation and performance, a Wilcoxon Signed Rank-test is used to compare the mean before and after the intervention. During the intervention, a semi-structured interview was undertaken to learn more about how students perceived Mayer's Cognitive Theory of Multimedia Learning-based mobile learning apps. The data from the interviews were analysed using thematic and coding analysis. As a result, the intervention can improve student performance in primary school English with significant mean changes, supported by the data from encouraging responses from the interview session.