Memoire Online - Study on mobile learning contribution on college students assignment with faculty support

STUDY ON MOBILE LEARNING CONTRIBUTION ON COLLEGE STUDENTS ASSIGNMENT WITH FACULTY

BONAFIDE CERTIFICATE

This is to certify that the project work entitled «STUDY ON MOBILE LEARNING CONTRIBUTION ON COLLEGE STUDENTS ASSIGNMENT WITH FACULTY'',

Is a record of the original work done by Mr. UWIZEYIMANA Francois (REG. N⁰: 14051111) in Partial fulfilment of the requirements for the award of Master's degree of Education, at PRIST UNIVERSITY, Department of Education, during academic year 2014/2015, under my guidance, and that the dissertation has not previously formed the basis for the award of any degree, diploma, fellowship or similar other titles and it is an independent work done by him.

DECLARATION

I, Francois UWIZEYIMANA, hereby declare that all the work presented in this project'' ON MOBILE LEARNING CONTRIBUTION ON COLLEGE STUDENTS ASSIGNMENTS WITH FACULTY SUPPORT, submitted to PRIST University , Thanjavur, for the award of the degree of Master of philosophy in education by research is an original record of research work carried out by me. This was done under the guidance of T.Selvaraj, M.Sc., M.Pil., M.Ed., M.Phil., assistant professor in Education, Department of education, PRIST University.

The contents of this dissertation in full or in parts have not been submitted to any other institute or university for the award of any degree or membership, associateship,etc. In keeping centre practice in reporting scientific observation due acknowledgement has been made whenever the work described is based on the winding of other investigation.

DEDICATION (DEDICATE)

ACKNOWLEDGEMENT

«All glory, thanks and praise be to our lord God for giving me strength and wisdom to complete this dissertation successfully.»

I am grateful to PRIST UNIVERSITY V/CHANCELLOR who gave me permission to my data collection. My sincere thanks go to both staff members and students of Prist University who have so much contributed in data collection

It is a real pleasure that I record my deep sense of gratitude and indebt ness to my esteemed and beloved guider Prof. T.Selvaraj, M.Sc., M.Ed., M.Phli., lecturer in Education, Department of Education, PRIST University, for his placement and coordination activities rendered by him in order to undertake this project.

My warm thanks are extended to all the staff members of department of Education, PRIST University, for their moral support and I thank the University Authorities for the facilities provided.

I wish to express my sincere thanks to my wife ABEREYINKA YVONNE for her endless care and special thanks to UWIGIZE Emmanuel, his wife Christine NYEMBO, their daughter GRACE who, financially and morally supported my Master's degree of philosophy in educational studies.

CHAPTER	TITLE	PAGE N0
I	CONCEPTUAL FRAME WORK	01
II	REVIEW OF RELATED LITERATURE	29
III	METHODOLOGY	43
IV	DATA ANALYSIS AND INTERPRETATION	58
V	SUMMARY OF FINDINGS AND CONCLUSION	95
	BIBLIOGRAPHY
	APPENDICES

S.N0	Title	Page N0.
1.1	CONCEPTUAL FRAMEWORK OF THE STUDY	1
1.2	THE MEANING OF EDUCATION	1
1.3	RECENT TRENDS IN EDUCATION	3
1.4	EDUCATIONAL TECHNOLOGY AS RECENT TRENDS	3
1.4.1	Cell phone and mobile history	4
1.4.2	Definition of a cell phone	5
1.5	MOBILE APPLICATIONS AND SOFTWARE	5
1.6	PSYCHOLOGY OF LEARNING	5
1.6.1	Learning process	6
1.6.2	Learning situation	8
1.6.3	Teacher and teaching situation	8
1.6.4	Meaning and definitions of learning	8
1.6.5	Characteristics of Learning	13
1.6.6	Learning process	13
1.6.7	Learning theories	14
1.7	MOBILE LEARNING	15
1.7.1	From e-learning to mobile learning	15
1.7.2	Mobile learning applications	16
1.8	PROBLEM STATEMENT	17
1.9	HYPOTHESES	20
1.10	OBJECTIVES OF THE STUDY	21
1.11	SIGNIFICANCE OF THE STUDY	24
1.12	LIMITATIONS	25
1.13	DEFINITION OF TERMS AND CONSTRUCTS	26
1.14	THESIS OUTLINE	28
1.15	CONCLUSION	28

S.N0.	Title	Page N0.
2	LITERATURE REVIEW	29
2.1	INTRODUCTION	29
2.2	STUDY CARRIED OUT IN INDIA	30
2.3	STUDY CARRIED OUT OF INDIA	33
2.3.1	Study carried on mobile learning in Africa	33
2.3.2	Study carried on mobile learning in Asian countries	36
2.3.3	Study carried on mobile learning in Europeans countries	37
2.3.4	Study carried on mobile learning in American countries	39
2.4	CONCCLUSION	42

S.N0.	Title	Page N0.
3	RESEARCH METHODOLOGY	43
3.1	1INTRODUCTION	43
3.2	STATEMENT OF THE PROBLEM	44
3.3	VARIABLES SELECTED FOR THE STUDY	47
3.3.1	Institutional variables	47
3.3.2	Research variables	48
3.4	HYPOTHESIS OF THE STUDY	49
3.5	RESEARCH DESEIGN	50
3.6	METHOD OF THE STUDY	51
3.7	SAMPLE AND SAMPLING TECHNIQUES	51
3.8	TOOLS FOR THE STUDY	53
3.9	DESCRIPTION OF THE TOOL	54
3.10	RELIABILITY, VALIDITY AND SCORING PROCEDURE	54
3.11	STATISTICAL TECHNIQUES USED	55
3.12	DATA COLLECTION	56
3.13	CONCLUSION	57

S.N0.	Title	Page N0.
4	ANALYSIS AND INTERPRETATION	58
4.1	INTRODUCTION	58
4.2	DESCIPTIVE STATISTICS	58
4.3	DIFFERENTIAL STATISTICS	58
4.4	TESTING HYPOTHESES	73
4.5	CONCLUSION	94

S.N0	Title	Page N0
5	SUMMARY OF FINDINGS, SUGGESTIONS AND CONCLUSION	95
5.1	INTRODUCTION	95
5.2	NEED FOR THE STUDY	95
5.3	PROBLEM STATEMENT	96
5.4	HYPOTHESES OF THE STUDY	97
5.5	OBJECTIVES OF THE STUDY	99
5.6	FINDINGS OF THE STUDY	100
5.7	RECOMMENDATIONS FOR PRACTICE	102
5.8	SUGGESTION FOR FURHER RESEARCHES	102
5.9	CONCLUSIONS	104
	BIBLIOGRAPHY
	APPENDICES

T.N0	Titles	Page N0
1.7.1	Comparison of mobile learning and e-learning	16
3.7.2	table explains the sample and size of the sample in institutional variables	52
4.3.3	Frequencies of sample used in female and male students in using 24/7 wireless internet on mobile device for empowering their learning	59
4.3.4	Frequencies of sample used to study if continuous support and training for mobile learning based on gender teachers	61
4.3.5	Frequencies sample used among students of different level of performance on mobile learning in respect of working assignments	62
4.3.6	Frequencies of students and teachers in use of mobile technologies in learning practices among students in respect of working assignment.	64
4.3.7	Frequencies of sample used to study mobile literacy, skills as well as effective use in respect of mobile working assignment.	65
4.3.8	Teachers sample used based on their experience	67
4.3.9	Frequencies of sample used to study mobile literacy, skills as well as effective use in respect of mobile working assignment in undergraduate and postgraduate students.	69
4.3.10	Frequencies sample showing teachers with B. Ed and/or M. Ed and those without B. Ed and/or M. Ed that mobile teaching and learning application	71
4.4.11	Difference mean between teachers and students to use mobile technologies, for learning practices in respect of working assignment	73
4.4.12	Difference between teachers and students in need of technical and pedagogical support to integrate mobile learning	75
4.4.13	Difference between female teachers and male teachers on continuous support and training for mobile learning	77
4.4.14	Difference among Engineering, Education, Arts/Science as well as Business department students in mobile learning skills, literacy as well as effective use in different departments	79
4.4.15	Difference between students of undergraduate studies and students of postgraduate studies in mobile learning skills, literacy as well as effective use in different departments	80
4.4.16	Deference among teachers based on their teaching experience in implementation of mobile learning technologies	82
4.4.17	Difference between teachers and students on Investigation of mobile learning in respect of working assignment	84
4.4.18	Difference between female and male students in using 24/7 wireless internet on mobile device for empowering their learning	86
4.4.19	Difference among students of different level of performance on mobile learning in respect of working assignments	88
4.4.20	Difference between teachers with B. Ed and/or M. Ed and those without B. Ed and/or M. Ed that mobile teaching and learning application	90
4.4.21	Difference between teachers and students in using mobile device as social material perspective than learning tool	92

F. N0	Title	PAGE N0
1.6.1	Elements of learning process	7
1.6.2	three learning types and the differences between traditional learning	11
3.5.3	RESEARCH DESEIGN	50
4.3.4	Frequencies of sample used in female and male students in using 24/7 wireless internet on mobile device for empowering their learning	60
4.3.5	Frequencies of sample used to study if continuous support and training for mobile learning based on gender teachers	61
4.3.6	Frequencies sample used among students of different level of performance on mobile learning in respect of working assignments	63
4.3.7	Frequencies of students and teachers in use of mobile technologies in learning practices among students in respect of working assignment.	64
4.3.8	Frequencies of sample used to study mobile literacy, skills as well as effective use in respect of mobile working assignment.	66
4.3.9	Teachers sample used based on their experience	68
4.3.10	Frequencies of sample used to study mobile literacy, skills as well as effective use in respect of mobile working assignment in undergraduate and postgraduate students.	70
4.3.11	Frequencies sample showing teachers with B. Ed and/or M. Ed and those without B. Ed and/or M. Ed that mobile teaching and learning application	72
4.4.12	Difference mean between teachers and students to use mobile technologies, for learning practices in respect of working assignment	74
4.4.13	Difference between teachers and students in need of technical and pedagogical support to integrate mobile learning	76
4.4.14	Difference between female teachers and male teachers on continuous support and training for mobile learning	78
4.4.15	Difference among Engineering, Education, Arts/Science as well as Business department students in mobile learning skills, literacy as well as effective use in different departments	80
4.4.16	Difference between students of undergraduate studies and students of postgraduate studies in mobile learning skills, literacy as well as effective use in different departments	81
4.4.17	Deference among teachers based on their teaching experience in implementation of mobile learning technologies	83
4.4.18	Difference between teachers and students on Investigation of mobile learning in respect of working assignment	85
4.4.19	Difference between female and male students in using 24/7 wireless internet on mobile device for empowering their learning	87
4.4.20	Difference among students of different level of performance on mobile learning in respect of working assignments	82
4.4.21	Difference between teachers with B. Ed and/or M. Ed and those without B. Ed and/or M. Ed that mobile teaching and learning application	91
4.4.22	Difference between teachers and students in using mobile device as social material perspective than learning tool	93

We are living a technology lead society in different sections of our daily life. The field of education has not been put apart, by observing only in different schools, colleges and universities as well, the technological use has been being a must wherever the continents of the world. However, the scale of implementation of that technology involvement is not the same in every educational institution. In field of education, previously they said the educational technology to understand mostly the use of computer in implementing some related tasks. Today educational technology involving so many things related to what materials, teaching aids that teacher should use and how he should use it both efficiently and effectively to perform his profession. As new trend in education, mobile device is used in technological perspective, so both teachers and students try to use it to improve their duties.

I was interested in conducting a research on contribution of mobile learning on college students' assignments with faculty support. Most objectives of this study were the following:

1. To find out that Students and instructors (teachers) need technical and pedagogical support to integrate mobile devices and applications in formal and informal learning environments

2. To find out that mobile devices and 24/7 wireless internet access empower students to take responsibility for their learning particularly in working assignments.

The full project is composed by five chapters such as introduction, related literature review; methodology used analysis and interpretation, finally findings and conclusions.

From the findings it is clear that mobile devices are used informally and need technical and pedagogical support for both students and teachers. Besides, difference view has been observed in different variables of this research.

In this chapter Meaning, Definition, Need for the study, statement of the problem, hypotheses, objectives, significance, organization, methodology and related literature in summary and limitation of the study are discussed in this study.

Before entering deeply in developing the theoretical framework of my research topic I would like to explain the meaning of the term'' education'' widely as it is my field of study. Many scholars, researchers, educationists, educators as well as teachers traditionally and nowadays have been trying to define the concept education. In this research project concluding my master of philosophy in education I would like to add my little contribution about the meaning of that term. Let us first make a look to our previous researchers as well as educators in defining education.

Webster defines education as the process of educating or teaching (now that's really useful, isn't it?) Educate is further defined as «to develop the knowledge, skill, or character of an individual» Thus, from these definitions, we might assume that the purpose of education is to develop the knowledge, skill, or character of students. Unfortunately, this definition offers little unless we further define words such as develop, knowledge, and character. ( http://www.TeachersMind.com)

What is knowledge? Is it a body of information that exists «out there»--apart from the human thought processes that developed it? If we look at the standards and benchmarks developed by many states--or at E. D. Hirsch's list of information needed for Cultural Literacy, we might assume this definition of knowledge to be correct. However, there is considerable research leading others to believe that knowledge arises in the mind of an individual when that person interacts with an idea or experience.

Many philosophers of different centuries had been continuing to outline their thoughts corresponding to the meaning and definition of education. However, when you make a deep look into their contributions, everyone had been trying his best and ending in half contribution. Make a look here below:

This is hardly a new argument. In ancient Greece, Socrates argued that education was about drawing out what was already within the student. According to this philosopher, it is so clear that a new born is coming with a lot of assets. As parents, educators and other as well have to facilitate that infant to bring out the richness is having inside. (As many of you know, the word education comes from the Latin e-ducere meaning «to lead out.») At the same time, the Sophists, a group of itinerant teachers, promised to give students the necessary knowledge and skills to gain positions with the city-state.

Some educators, educational stakeholders, and so forth put out controversial meaning, if you try your best in understand what said by Socrates, he had wanted to show us that all requirements needed so as to live are enclosed in a man, only teachers duty is to take a key and open the child's mind according to psychologists advice. But some other opposed to that, likewise, Sophists considered education as to fill knowledge in child. Let's see to others definitions.

The meaning we assign to a word is a belief, not an absolute fact. Here are a couple of examples. «The central task of education is to implant a will and facility for learning; it should where grandparents, parents, and children are students together.» ~Eric Hoffer

«No one has yet realized the wealth of sympathy, the kindness and generosity hidden in the soul of a child. The effort of every true education should be to unlock that treasure.»~Emma Goldman

«The only purpose of education is to teach a student how to live his life-by developing his mind and equipping him to deal with reality. The training he needs is theoretical, i.e., conceptual. He has to be taught to think, to understand, to integrate, to prove. He has to be taught the essentials of the knowledge discovered in the past-and he has to be equipped to acquire further knowledge by his own effort.» ~Ayn Rand

«The aim of education should be to teach us rather how to think, than what to think--rather to improve our minds, so as to enable us to think for ourselves, than to load the memory with the thoughts of other men.» ~Bill Beattie

Change, challenges as well as innovative trends have been being observed in current platform of education. Nowadays we are living technology lead society, and it is known that education is a long life process. «Education prepares the society for the initial cultural stock inherent in determined plans of modernization». Elvin Toffler's book (1970) `Future Shock' tells us about it.

Toffler argued that society is undergoing an enormous structural change, a revolution from an industrial society to a " super-industrial society". This change overwhelms people. He believed the accelerated rate of technological and social change left people disconnected and suffering from "shattering stress and disorientation"

Through day to day activities we learn, we receive knowledge and skills. But new features of technology in communication have tried to influence the educators and teachers how to teach; they have also affected students how to learn. Not only here but also in highest authority of education like educational policy maker, educational planners, they have been influenced by current technology.

In field of education we do say technology or simply educational technology in sense that a teacher well trained, tries his/she best to analyze, design, develop, implement and evaluate process and tools to enhance learning so that the output should be good.

Educational technology is defined by the Association for Educational Communications and Technology (AECT) as "the study and ethical practice of facilitating learning and improving performance by creating, using, and managing appropriate technological processes and resources."

Educational technology refers to the use of both physical hardware and educational theoretic. It encompasses several domains, including learning theory, computer-based training, online learning, and, where mobile technologies are used, m-learning. Accordingly, there are several discrete aspects to describing the intellectual and technical development of educational technology:

We do understand the meaning of educational technology in four important keys as the Wikipedia website continues to explain

b) educational technology as technological tools and media that assist in the communication of knowledge, and its development and exchange

c) educational technology for learning management systems (LMS), such as tools for student and curriculum management, and education management information systems (EMIS)

There is no doubt that mobile learning technologies are coming from the broad field of educational technology. The m-learning is an involved element of this field said above.

The use of mobile phone is not the current innovation, some years ago the invention of cell phone in the world got light. We are going to make a glimpse of its invention here below. The word «Telephone» is derived from the Greek words for «far» and «sound.» Alexander Graham Bell, inventor of telephone, was born in Edinburgh, Scotland .His mother, who was deaf, was a portrait painter and musician. His father taught the deaf to speak and wrote textbooks on visible speech ( www.yahoo.com).

By continuing Alexander found that Cell phones represent a type of technology that has been around for little over fifty years. However, it has only been recently that many people began to use cell phones as a major part of their everyday life. In the past, cell phones were used by business people to conduct their business. In today's society, one member of every residence owns a cell phone. Cell phones are interesting, useful and play a major role in our lives by bringing people closer together and keeping in constant touch with one another.

What is a cell phone? Cell phones are defined as sophisticated radios. They are a type of wireless communication device that uses many small cells with a base station and a cell phone tower at the centre of each cell. These cells have extensive frequencies that allow thousands of people to use cell phones at the same time ( www.yahoo.com)

In information, technology and communication we need mostly two main types of software including OS software and Application software. The operating system software is the main or the platform that other software or application software are fixed so as to better function.

According to Ben Feigin, (2001). The following are the current useful operating system software: Android, BlackBerry, Windows, iPhone os, Palm OS, Symbian os. Due to this technological development we have changed our mode of living in different sectors of daily life. Before the OS said above were used only in systems or laptops but now they should be reduced in installed in mobile device. Most of the mobile devices using those OS, are called smart phones. Ben continued to explain the meaning of a smart phone in these words: «Phone that runs a complete Operating System, Offers a standardized platform for development, Able to execute arbitrary 3rd party applications.»

The knowledge of human behaviour is taken under consideration to facilitate a teacher to deliver and impart skills to students. In the field of learning psychology, educator is able to understand who need help, which kind of help she/he wants, when I should give that help and how I should deliver it? All those questions are responded by the study of learning psychology as well as educational psychology. Psychology helps the teacher to get answers to these questions. It tells us that learning becomes more effective if factors like motivation and interest are taken into consideration by every teacher. The knowledge of psychology has helped the teacher in modifying her approach to the teaching learning process.

In order to develop and understand very well this topic, to talk about learner it's also a key point. In classroom or out of it the learners are totally different; they have innate abilities as well as capabilities which show individual differences. Besides, overt, covert, conscious or unconscious of every learner is making difference.

If there is no behaviour change there no learning. We can't also say that there is learning without taking a certain long or short period of acquiring knowledge. It takes a certain amount of time to learn something new.

According to Mangal S. K. (2000) after knowing the learner and deciding what learning experiences are to be provided, the emerging problem is to help learner in acquiring these learning experiences with ease and confidence.

Hence, it deals with the nature of learning and how it take place and contains the topics such as laws, principles and theories of learning; remembering and forgetting, perceiving, concept formation, thinking, reasoning process, problem solving, transfer of training, ways and means of effective learning etc.

We are going to make a little comment on above learning process as drawn by S.K.Mangal. Before starting learning a person him/herself feels a gap or a lack of knowledge. Because of that type of gap feelings of skills, knowledge as well, he/she decides to learn it. He/she makes an internal decision of searching and learning. While studying new skill we use many ways and techniques which should help up learn but also depending on the way used we should fail to learn. Mangl called these as varied responses. When you fail he called it unsuccessful attempt or barriers for your objectives. He continued to call successful attempt for achieved objectives.

According to Mangal S. K. (2000) learning situation deals with the environment factors and learning situation which come midway between the learner and the teacher. Topics like classroom climate and group dynamics techniques and aids which facilitate learning, evaluation techniques, and practices, guidance and counselling etc. which help in the smooth functioning of the teaching learning process.

Any learning process is taken in a fixed place in a determined time so as to be called such qualified learning.

It suggests the techniques of teaching. It also helps in deciding what learning situation should be provided by teacher to learner according to his mental and physical age, his previous knowledge and interest level. By describing the learner's characteristics, what teaching aids are appropriate for the particular subject?

Educational Psychology emphasizes the need of knowing the self for a teacher to play his fole properly in the process of education. it throws light on the essential personality traits, interests, aptitudes, the characteristics of effective teaching etc., so as to inspire, help teacher handle the stress, conflict and anxiety by giving insight in their own personality.

Learning, in psychology, the process by which a relatively lasting change in potential behaviour occurs because of practice or experience. Learning is also a process of acquiring modifications in existing knowledge, skills, habits, or tendencies through experience, practice, or exercise.

Gates and others «Learning is the modification of behaviour through experience»

Henry, P smith «Learning is the acquisition of new behaviour or strengthening or weakening of old behaviour as a result of experience».

Crow and Crow «Learning is the acquisition of habits, knowledge and attitudes. It involves new ways of doing things, and it operates in an individual's attempt to overcome obstacles or to adjust to new situations.»

M. L. Bigge «Learning may be considered as change in insights, behaviour, perception, motivation or a combination of these.»

In interpretation of these different educators `definition of learning we should conclude by getting these four keywords: Practice, process, experience finally change in learning.

General literary and dictionary definitions of learning refer to «the acquiring of knowledge or skill». Usually when we learn, we try to increase and organize and retain knowledge meaningful way. This information can be acquired step-by-step or stored at once. One may argue learning helps the learner to adapt to circumstances, contexts and requirements of life. Specifically, learning can mean a relatively stable alteration of behaviour, thinking or sense and emotional processing driven by experience, comprehension, awareness and insight. Memory, recall and application take important roles in this alternation process. In other words, learning is a constant alteration of knowledge or of the cognitive structures that causes specific changes in motor skills or verbal skills, which result in changes in individual behaviour (Bednorz and Schuster 2002).

Learning can be intentional, incidental or implicit (Bednorz and Schuster 2002). For intentional learning, facts can be verbalized. Central to implicit learning, skills or complex contexts have to be controlled. You can learn through self-determination, by actively doing something or by co-operatively interacting with others. In all of these ways you gather know-how and develop skills or comprehension. Through verbal learning, motor learning (Bednorz and Schuster 2002) or socialization activities, one begins the learning process with perception and cognition of motor skills. Usually, the amount of knowledge available for real context application relates directly to its presentation form and interaction during the learning process. Learners often easily remember what they learned and apply it at workplace or in daily life if they personally experience it. This retention is strongly based on the learner's memory ability, but memory and learning should not be confused. Dr. Eric R. Kandel1 defines the difference between learning and memory as (Kandel 2007): «Learning is how you acquire new information about the world, and memory is how you store that information over time.»

Over the past two decades, learning is no longer limited to the one-way traditional learning (push model) and is moving toward becoming a multilateral process. Formal learning is considered as a push model, and informal learning as a pull model. Informal learning, a process of everyday life, can happen through interactions as unscheduled activities and as a part of an intentional motivated process of knowledge and practice in the course of practical adaptation and skill development. Piaget's constructivism theory posits that learning is an active process in which learners build the knowledge according to their own cognitive activities (Piaget 1974).

In constructivism, the learner's focus is compared to a black box, a field with knowledge, which provides a view of where learning becomes an active process in order to understand the world. Radical constructivism questions whether knowledge can be impartial. In social constructivism, social interaction of knowledge construction is stressed. To engage learners more in the learning, they should actively participate in the process and should not simply act as passive receivers of information. Beside this constructive viewpoint on learning, we partook in the ongoing discussion on the practical design of a learning application. There the learning activities are analyzed on specific interactions supported or processed by the application. Learning can be categorized into four groups: self-learning, presentational, instructor-initiated and collaborative

types and the differences between traditional learning part (a) and (b) and new types of learning (c).

In this Figure, part (a) represents the presentational learning type based on teacher transmission learner reception. In this model the teacher is an information presenter to the learners who do not communicate with each other. Part (b) represents instructor initiated learning whereby teachers share information and learning materials with learners.

Learners can also interact and communicate amongst themselves during this process.

Part (c) shows collaborative learning, which is evolving. In this type of learning, the teacher's role adapts to a collaborative member group process in which all collaborate in the learning process and it occurs via discourse and discussion between members and the teacher. In Web 2.0, observed learning via the Web 2.0 appears as an active learning process of knowledge production combined with social support. Michael Kerres points out that for education is an open system and that a closed learning environment becomes open to a gateway into the web to existing resources (Kerres 2006:6). As a result of this, the relationship between teacher and content changes and teachers are no longer owners of the knowledge; instead, they become pathfinders or learning consultants who provide opportunities for learning In Web 2.0 the lines between learners and teachers are blur. New learning methods, ownership and authorship are difficult to determine. Discriminating between consumers and producers of knowledge becomes a challenge. Participant in Web 2.0 learning environments may contribute and receive something from their community. Transparency in the knowledge process and steps of knowledge construction can help participants to better understand material. Frescha and colleagues (Frescha et al. 2004)emphasis on providing awareness says: «To enable people to not only learn side by side but together, it is crucial to provide awareness not only about the other team members' state but also about the team itself and the activities carried out in its context.»

Teaching and learning activities can be categorized into four areas of dissemination, discussion, discovery and demonstration (Siemens and Tittenberger 2009). Dissemination: preparing the specific learning assets and key components to face the learners in process. Discussion: conducting the learning process into a bilateral contact based on the activity to push the learner into a thinking phase. Discovery: involving learners in the learning process by «doing it themselves». Demonstration: presenting the learning materials as a self-assessment and evaluating by the teachers.

According to the above rationale, it may be argued that people with learning disabilities should interact directly in their own learning process. They need guidance in the process of dissemination by the teacher, tutor or the interactive system. Our interactive approach partly supports social interactions, the possibility to ask for teacher help and working with others to share results. The presentation of activities and results is important development of methods is ongoing. These can be implemented to support the target group to make small presentations for their results and enable teachers to create a meaningful visualization for learning. In the well-known didactical model of Reggio education (Lewin-Benham 2008) presentation

Yoakum & Simpson have stated the following general characteristics of learning: Learning is growth, adjustment, organisation of experience, purposeful, both individual and social, product of the environment.

6. Learning is responsive to incentives. In most cases positive incentives such as rewards are most effective than negative incentives such as punishments.

7. Learning is always concerned with goals. These goals can be expressed in terms of observable behaviour.

8. Interest & learning are positively related. The individual learns bet those things, which he is interested in learning. Most bys find learning to play football easier than learning to add fractions.

The act of acquiring new knowledge is not done in one second or in a little amount of time. It takes a certain long period according to what to be learned and who is going to learn as well as the area in which you are going to receive knowledge. This is not enough because the material used and the facilitator of learning all is involved. Here below we are going to show the process of learning.

Learning is a process. It is carried out through steps. Learning process involves

1. A motive or a drive: Motive is the dynamic force that energizes behaviour and compels an individual to act. We do any activity because of our motives or our needs. When our need is strong, enough we are compelled to strive for its satisfaction. Learning takes place because of response to some stimulation. As long as our present behaviour, knowledge, skill and performance are adequate to satisfy all our needs, do not feel any necessity to change our behaviour or acquire new knowledge and skills. It is this requirement, which initiates a learner to learn something.

2. Goal: Every individual has to set a definite goal for achievement. We should always have a definite goal for achieving anything. If a definite goal is set then learning becomes purposeful and interesting.

3. Obstacle /block /barrier: The obstacle or block or the barrier is equally important in the process of learning. The obstacle or the barriers keep us away from attaining the goal. The three important elements in the process of learning as said above is a skeleton of education. Even if at this third element is so called, but it's a crucial point. Without challenge you can't bring change and we know very well that no behaviour change there is not learning. The block or the barrier is an essential step in the learning process.

A theory is a many times verified hypothesis in different areas of the world. After verifying through research a prediction should become a theory. The learning theory is a checked principal in field of education especially in learning. The explanations about the event and the process of acquiring knowledge are commonly under name of learning theory.

One is in providing us with vocabulary and a conceptual framework for interpreting the examples of learning that we observe. The other is in suggesting where to look for solutions to practical problems. The theories do not give us solutions, but they do direct our attention to those variables that are crucial in finding solutions.

Through theories of philosophers we gain new concepts and terms. In field of learning we gained three essential ones as following: Cognitive, constructive, and behaviourism as well. By going deeply we do understand behaviourism as taking conclusion based on observed facts only. This is done also in field of learning. The cognitive theories go beyond and concluding all facts based on brain works.

We will discuss the behavioural theories under two broad categories: S-R theories.

1.S-R (Stimulus-Response) theory with reinforcement conceptualized by E.L Thorndike in Trial and Error theory and B.F Skinner in Operant Conditioning

2. S-R (Stimulus-Response) theory without reinforcement by Pavlov in Classical Conditioning.

Mobile learning is a widely accepted term for describing a learning process with mobile technologies. With advanced technology, cell phones should be used for educational solutions and individualization of learning is so enhanced. In mobile learning the following elements are included: personalized learning, learner centred design, user interaction design, user interface design, e-/m-learning standards, and feedback during the learning process.

AS we live changing life in all styles of living, in field of education especially teaching and learning department; the new techniques and methods of delivering knowledge and skills have been being found. In recent trends of education, to deliver and to acquire knowledge as well has been improved by current technologies development. In this point we are discussing about both e-learning and m-learning.

According to Saeed Zare(2010)»Mobile learning inherits many features of e-learning although they have many differences such as knowledge input, output, memory capacity, application types etc. This overlap brings the basis of pedagogical learning theories from e-learning to mobile learning and even results in new learning theory implications in mobile learning». The author explained above that the use of cell phones as means of delivering knowledge and skills is a born kid of electronic learning (E-learning).

Ally points to mobile learning as a delivery of electronic context-based learning content on mobile devices (Ally 2009); «however in e-learning solutions, content delivery is via personal computers. By transforming learning content from e-learning platforms to mobile learning applications, the limitations in the presentation of content, processor performance and learning activities appear. To cover the limitations of small presentation screens on mobile technology, the learning strategies should be designed with consideration to aspects significant to individual learners. The mentioned considerations can have more complexity with different types of mobile devices as they have each different screen features. The new generation of mobile technology is trying to address these limitations in convergence. Ally 2009 continued to say that E-learning applications have the possibility to be executed in multitask environments and learners can access different references and hyperlinks. With mobile devices, multitask functionality is still developing.

The use of cell phones is based on specified application commonly known as programs or software. There are two types of software such as operating system software and application software. In O/S software we should say the following: symbian O/S, android O/S, blackberry O/S, iOS, window O/S.

According to website http://cmer.cis.uoguelph.ca/ Operating System is a piece of software responsible for management of operations, control, coordinate the use of the hardware among the various application programs, and sharing the resources of a device. At this website they continue to explain that mobile OS is a software platform on top of which other programs called application programs, can run on mobile devices such as PDA, cellular phones, smartphone and etc. There are many mobile operating systems. The followings demonstrate the most important ones: - Java ME Platform - Palm OS - Symbian OS - Linux OS - Windows Mobile OS - BlackBerry OS - iPhone OS - Google Android Platform (cmer.cis.uoguelph.ca). The application software daily using are installed on one of the above operating system. Based upon the need such as education, business, medicine and forth; engineers develop the applications related to the field. In our field of education we have some learning applications.

A recent rapid advancement in the capabilities of mobile devices along with a decrease in price has enabled the mobile phone to become ubiquitous. In fact, day to day globally there are a good number of people using mobile devices in different purposes. `'Although estimates are lower for rural areas, it is predicted that 80 percent of people living in rural communities have access to a mobile network. In fact, in places where infrastructure barriers have prevented developing countries from accessing the Internet, the majority of people access the Internet from their mobile devices'' (International Telecommunication Union, 2010).

This is a real sign to conform without doubt that world people lifestyle has been being changed due to advanced mobile devices.

According to Pamela Pollara(2011) Said that We can instantly access email from mobile devices, read articles, pay bills, send checks, buy clothing, play games, interact with others through social networking and SMS, and even check into a flight at the airport with a mobile boarding pass. Mobile devices are allowing users to perform a variety of tasks that once took multiple avenues to accomplish with the ease of a few clicks and touches, anytime, anywhere.

As you see today technology is leading the world in deferent sectors of life. This has pushed me to look into educational sector, how the technological influence impact in that domain. The recent trends in education are now observed by any one.

But how are mobile devices changing the way we learn? Although the use of mobile devices is, for many, necessary for survival in mainstream society, in field of education the use of mobile phones are still prohibited in many institutes of higher education. Pamela Pollara(2011), in her doctoral project introduced the dichotomy which continues to exist between society and education, however, how will education ultimately fare? The challenge for education is continuing to grow as students born in the digital and mobile age are approaching learning from a very different perspective than their predecessors.

Learners are increasingly using digital tools and constructing and sharing knowledge in new ways (Looney & Sheehan, 2001; Kimber et al., 2002).

These students, which Prensky (2001) labels «digital natives,» are conflicting with faculty who are often viewed as «digital immigrants.» Because «digital natives» and «digital immigrants» often have different expectations of what learning is and how it should be done, effectively teaching new generations of students with traditional methods will become increasingly more difficult. Students are beginning to demand more flexibility, alternative modes of delivery of instruction, and more multimedia-enriched and interactive course materials (Lam & McNaught, 2006).

As technological world educators, to sit, to research as well as to find out current pedagogical strategies, should increase the new understanding and how define spaces dedicated to learning. Ultimately, shifting paradigms will benefit both students by increasing achievement and learning outcomes and universities by helping them remain competitive with alternative educational outlets (Collis & Wende, 2002; Prensky, 2004).

Incorporating mobile learning is just one potential way to meet the needs of both students and universities in the digital age.

While the rapid advancement in the capabilities of mobile technology has enabled users to perform a wide variety of tasks on one device, the decrease in cost has had both positive and negative effects, especially with relationship to education. The change has happened so fast that researchers have not had an ample amount of time to understand how these devices can best be used for learning. While educators wait for the research to catch up, the research that does exist becomes less relevant each day as technology continues to evolve and ownership continues to increase.

Current research has yet to fully explore the potential of integrating mobile devices beyond a single classroom activity, nor has it explored the potential of letting students use personal mobile devices as educational tools inside and outside the classroom. This gap in the research, combined with the fear of educators that mobile devices can only distract students from learning and provide a vehicle for cheating, has led to the banning of mobile devices in classrooms and so, educators must respond to this need and recognize that mobiles are increasingly relied upon outside the classroom not just as social and entertainment devices, but as learning tools also. Mobile devices are becoming increasingly prevalent in a variety of fields.

Doctors, for example, are increasingly using their smart phones to access medical information like looking up information about drugs, investigating drug interactions, and even prescribing from their mobiles. In fact, a recent survey regarding physician's views with emerging technology found that 95 percent of physicians that owned smart phones reported downloading applications to access medical information (Dolan, 2010).

New technological developments have also led to the FDA approval of a mobile application that allows doctors to diagnose a stroke by viewing 3D images of brain scans on the doctor's smart phone, which may help patients in rural areas who may not have access to neurologists (Belcher, 2011).

A study in the Journal of Medical Internet Research that compared the accuracy of neuroradiologists who used this app to a traditional workstation, found that the app results were 94 to 100 percent accurate.

The use of smart phones is prevalent in other fields as well. Journalists are using the various functions of smart phones to write, record audio and video, take photos, and keep abreast of breaking news (Vaataja, Mannisto, Vainio, & Jokela, 2009).

Above examples are few of many showing the importance of using mobile devices in our daily activities including education. Pollara(2011) continued to say that among the various 21st century skills that researchers believe are becoming increasingly essential for success in life and work. For example, researchers and government are calling for students to be able to apply technology effectively through ICT (Information, Communications, and Technology) literacy.

This includes using technology as a tool to research, organize, evaluate and communicate information and using digital technologies (including mobile technology) to access, manage, integrate, evaluate and create information to successfully function in a knowledge economy (Partnership for 21st Century Skills, 2011). And so, if these skills are necessary for success, there is a responsibility on the part of educators to prepare students to navigate mobile devices as educational tools and engage them in meaningful practice for their future careers.

For all these said above on the technological advancement in different lifestyle sectors, have been pushing me to make a deep look for the real contribution of mobile learning on college students' assignments while supported by their particular faculties.

1. There is no significant difference between teachers and students that mobile technologies in learning practices are high and continue to increase among students in respect of working assignment.

2. There is significant difference between students and instructors (teachers) to need technical and pedagogical support to integrate mobile devices and applications in formal and informal learning.

3. There is no significant difference between female and male that the continuous support and targeted training resources should produce positive change in students' mobile learning in respect of students' assignments.

4. There is significant difference between students of ENGINEERING, EDUCATION DEPARTMENT students, students of BUSINESS DEPARTMENT and ART/SCIENCE students ,that effective use of mobile technologies is less about tools and students' digital literacy skills including ability to access, manage and evaluate digital resources in respect of mobile learning as well as students' assignments.

5. There is significant difference between students of undergraduate studies and students of postgraduate studies that effective use of mobile technologies is less about tools and students' digital literacy skills including ability to access, manage and evaluate digital resources in respect of mobile learning as well as students' assignments.

6. There is significant difference among experienced teachers with 0-1 year, 1-3years, 3-6 years, 6-9years and those of 10 or above years of experience that Wide-scale implementation of mobile learning devices (technologies) depends upon clear university policy, device availability, and accessible technical and pedagogical support in respect of students' assignments.

7. There is no significant difference between teachers and students that investigation on mobile learning practice and their impact on students' academic life are not done accordingly.

8. There is no significant difference between female students and male students that use mobile devices with 24/7 wireless internet access empower students to take responsibility for their learning particularly in working assignments.

9. There is no significant difference between students with 0-49 marks, 50-59 marks, 60-69 marks, 70-79 marks, and 80-89 marks, 90-100 marks that students feel more successful and demonstrate high level of performance by using mobile learning devices in respect of working assignments.

10. There is no significant difference between teachers with B.Ed and/or M.Ed and those without B.Ed and/or M.Ed that mobile teaching and learning applications have power to change the way teachers think about their teaching.

11. There is no significant difference between teachers and students that the students use mobile devices to connect, communicate and collaborate with other students as they create personalized mobile learning experiences.

In order for a mobile learning initiative to be employed at the university level, students and faculty must see a need for educational use. In addition, both students and faculty must be ready and open to the potential benefits of a change in the teaching and learning environment. The purpose of this study is to understand how undergraduate students are currently using mobile devices informally for educational purposes.

It will also investigate the perceptions of faculty and compare the perceptions of faculty and students with regard to mobile learning and mobile device use in the classroom. The study will also explore how the formal use of mobile devices inside and outside the classroom could impact student learning, engagement, and participation. Finally, the study will examine if students and faculty are ready to adopt the use of mobile devices in the classroom.

In this study,» Mobile learning contribution on college students' assignments with faculty support At Prist Universit in Thanjavur » the research will attempt to achieve the following objectives:

3. To describe how there is no significance between teachers and students that mobile technologies in learning practices are high and continue to increase among students

4. To find out that Students and instructors (teachers) need technical and pedagogical support to integrate mobile devices and applications in formal and informal learning environments.

5. To describe that the continuous support and targeted training resources among female male teachers should produce positive change in students' mobile learning in respect of students' assignments.

6. To show that here is significant difference between students of ENGINEERING, EDUCATION DEPARTMENT students, students of BUSINESS DEPARTMENT and ART/SCIENCE students ,that effective use of mobile technologies is less about tools and students' digital literacy skills including ability to access, manage and evaluate digital resources in respect of mobile learning as well as students' assignments.

7. To describe that there is significant difference between students of undergraduate studies and students of postgraduate studies that effective use of mobile technologies is less about tools and students' digital literacy skills including ability to access, manage and evaluate digital resources in respect of mobile learning as well as students' assignments.

8. To find out that there is significant difference among experienced teachers with 0-1 year, 1-3years, 3-6 years, 6-9years and those of 10 or above years of experience that Wide-scale implementation of mobile learning devices (technologies) depends upon clear university policy, device availability, and accessible technical and pedagogical support in respect of students' assignments.

9. To seek out that there is no significant difference between teachers and students that investigation on mobile learning practice and their impact on students' academic life are not done accordingly.

10. To find out that mobile devices and 24/7 wireless internet access empower students to take responsibility for their learning particularly in working assignments.

11. To show that students feel more successful and demonstrate high level of performance by using mobile learning devices in respect of working assignments.

12. To show that mobile teaching learning applications have power to change the way teachers think about their teaching.

13. To find out that students use mobile devices to connect, communicate and collaborate with other students as they create personalized mobile learning experiences.

Since mobile learning is still in its infancy, there is still much work to be done.

Unfortunately, as mentioned previously, current research has yet to catch up with the

advancement of technology and the unique societal changes that are becoming evident as dependency on mobile devices increases. This study aims to fill in some the gaps the currently exist in the research and help build a foundation for future research in mobile learning.

Although early research provides encouraging results for the use of mobile devices to

support teaching and learning (Kukulska-Hulme et al., 2005; Kennedy et al., 2006; Yordanova,2007), revealing that students would like to use mobile devices to learn, that students are motivated and engaged while using mobile devices (Al-Fahad, 2009; Wang et al., 2009; Rogers et al., 2010), and that achievement levels increase when students use mobile technologies

(McContha et al., 2008; Shih et al., 2010; Wyatt et al., 2010; Hsu et al., 2008; Williams & Bearman, 2008), studies have yet to understand how personal mobile devices can and are being used for learning inside and outside classrooms, and can be integrated as educational tools. This is becoming even more essential due to the recent rapid growth in personal ownership of mobile devices. And so, this study will not only provide information about how students are currently informally using their own personal mobile devices for educational purposes inside and outside of the classroom, but also how students would view a more formal use of mobile devices for educational purposes.

In addition, if universities are to accept the use of personal mobile devices in the classroom both faculty and student perceptions of mobile learning must be analyzed. Most prior research that has analyzed student perceptions, however, has only focused on the implementation of one mobile learning activity in a particular classroom. Research has yet to understand attitudes and perceptions of mobile learning on larger scale. In addition, studies have also failed to understand the faculty perspective, which would be an integral part of launching a mobile learning initiative in the university classroom. Even in one large-scale survey in which faculty and students were both surveyed, separate results were not provided or analyzed for both groups

(Bottentuit Junior & Coutinho, 2008). This study will investigate both student and faculty perceptions on a larger scale, investigate any differences that may exist between them, and analyze those differences with regard to readiness and adoption.

This study will also be significant insomuch as it will provide information about how

mobile devices are changing the way students learn and think about learning. The study also aims to understand how the presence of mobile devices enter university classrooms and how this may influence the traditional student-teacher dynamic. The study will also investigate any potential barriers that may prevent the effective use of mobile devices in classrooms as educational tools.

The study is expected to inform researchers and educators about the current informal uses of mobile devices in the classroom and help educators and administrators understand if there is a need to explore more formal mobile learning initiatives at the university level. The study is also expected to reveal the potential uses for mobile learning inside and outside the classroom. The results of the study may help faculty understand if and how to best incorporate mobile learning strategies into teaching and learning.

While a large-scale survey at a particular university may offer insight into the preferences of today's learning with mobile devices, it may be limiting in its generalization. The results may be representative of the region or the university in which the participants are located. Choosing to limit the study to undergraduates was purposefully done to ensure that participants had exposure to and were familiar with the capabilities of mobile devices. Most undergraduates would have a similar age range and thus would most likely be considered «digital natives» (Prensky, 2001). However, while including graduate students may have offered unique perspective, the age range of participants and their exposure to mobile devices and therefore their

perspective about the appropriate and potential uses of mobile devices in the classroom may have

Applications: «Apps;» A downloadable web-based or device-based program that provides access to information, content, gaming and/or allows users to perform tasks easier.

Distance Learning: Any learning done at a physical distance from a university.

Ease of Use- the degree to which an individual believes that he/she is able to accomplish tasks with ease.

E-Learning: Learning that can be done on-campus or off-campus, but is always done when time and space must be dedicated to learning.

Formal Use: Use of mobile devices for learning activities that are designed and/or implemented by the instructor of a class.

Informal Use: Use of mobile devices for learning that is not prompted by the teacher in the classroom. Informal use may occur at the will of the student inside or outside the classroom.

Instructionally-Sound Applications: Applications that have been designed with educational theory and instructional design principles in mind.

Mobile device: Any mobile technology with multiple functions and capabilities, especially the ability to access the Internet.

Mobile Learning- (M-Learning) The process of using a mobile device to access and study learning materials and to communicate with fellow students, instructors or institutions (Ally, 2009). Mobile learning can be done anytime, anywhere.

Mobile learning (mLearning) is defined as the provision of education and training on mobile devices: Personal Digital Assistants (PDAs), smartphones and mobile phones.( Fintan Costello et al. 2009)

Perceived Use- the degree to which an individual believes he/she should be able to perform certain tasks on a mobile device.

Smartphone: a mobile phone with computer capabilities. Smartphones can download material, access the Internet, take photos and videos, compose and send emails, and download applications that allow users to easily complete various tasks.

GSM: (Global System for Mobile Communications): The most widely used communication protocol. GSM is used generally for mobile telephone calls. GSM enables 9.6 Kbps data transfer rate.

GPRS (General Packet Radio Service): GPRS allows users to be connected to the network at all times. GPRS transfer rate is between 30 and 100 Kbps and only the traffic generated by the user is billed.

Bluetooth : Bluetooth wireless technology is a short-range radio technology.

UMTS (Universal Mobile Telecommunications System): UMTS is known as third generation (3G) mobile communication system. This technology is capable of data transfer speed up to 2 Mbps. This speed is appropriate for different media like animations and videos.

SMS (Short Messaging System): Short Message Service is a feature available with some wireless phones that allow users to send and/or receive short alphanumeric messages (Martin, 2000).

MMS (Multimedia Messaging System): MMS is used for sending pictures or music files

WAP (Wireless Application Protocol): WAP is the first global standard for internet

services over mobile phone networks. It is capable of displaying «mini websites».

Pocket PC: Pocket PC term is used for Windows CE or Windows Mobile operating system based handheld computers. These devices have same capabilities with Palm based handheld computers.

computers that have Palm, Pocket PC, Windows Mobile or Symbian operating systems. These devices have processors up to 400 MHz and they have RAM and ROM memories, small screen and keyboards. Most of them have office applications and internet browsing capabilities.

The present study (research report) is consisting of six chapters followed by bibliography and appendices. The first chapter deals with the introductory of research problem are explained in order to get clarity of term. Meaning, Definition, Need for the study, statement of the problem, hypotheses, objectives, significance, the definitions of terms, organization, methodology and related literature in summary and limitation of the study are discussed in this study

Chapter II is dealing with review of related literature. The earlier researches done in India and abroad regarding the variables selected are discussed. The research gap of the study is also identified. Understanding the variables, conceptualizing the variables and avoiding the duplication of work.

Chapter III is presenting the methodology used in the study, including a description and rationale of the sample, the data collection procedures, a description of instrument development, and the methods of analysis of the data.

Chapter IV shows the tabulation, analysis and statistics about statements in the instruments used in this study.

Chapter V will draw some conclusions according to results of the study and makes some recommendations for further researches.

In this introductory chapter of this project we have been trying to build the conceptual framework of the research. The statement of the problem, hypotheses, objectives, and organization of the work has been framed in this part. The definition of keywords related to the topic has been widely explained.

CHAPTER. II

2. LITERATURE REVIEW

2.1 INTRODUCTION

Scanning of relevant research reports guides the researchers in the right direction and highlights the pitfalls of the earlier studies. It is an essential aspect of the research project which promotes a greater understanding of the problem and provides comparative data of the basis of which to evaluate and interpret the significance of the findings and in addition, contributes to the knowledge of the researcher. Review of related literature plays a significant role in any type of research. It is exacting task calling for a deep insight and clear perspective of overall field. According to Borg (1965), «the literature review is in any field forms the foundation upon which all future work will be belt.» In the works of Marley (1970), «without review of the literature, it would be difficult to build a body of accepted knowledge on an educational topic.»This is to confirm that any scholar, academics or any researchers in order to do a worth project, the work of running behind so many reading and understanding of those reading is definitely a must.

No experienced researcher would think of understanding a study without acquainting him/herself with the contribution of previous investigators.

Agreeing the above view Best (1977), «observes that a brief summary of previous research and writings of recognized experts provide evidence that the researcher is familiar with what is still unknown and interested.» In the words of Merriam (1988), «an investigator who ignores prior research and theory changes pursing a trivial problem, duplicating a study already done, or repeating other's mistakes.»

The goal of research is contributing to the knowledge based on the field may then never be realized. The review of related literature is an important prerequisite for the planning and execution of the research work.

Keeping these ideas in mind, the present investigator made attempts in collecting pertinent literature related to the variable selected. The literature and studies published in India and abroad are consulted for this purpose.

Review of selected literature is made to develop a background for planning the research to obtain the information concerning the techniques equipment and potential problem to avoid unnecessary duplicating work of others.

Let us outline the important elements which should be do during the work of reviewing the related literature to your current research. As any part of research project has its key points, in second chapter of any scientific study we do this.

Ø Review of literature gives an idea of how much research has been done in the area of the present study.

Ø It any pitfalls or loopholes occurred in previous study. The investigator will overcome those pitfalls or loopholes

Anuj Kumar et al. (2010) conducted a study on Unsupervised Mobile Learning in Rural India, the entire study was conducted in two phases: (i) summer 2008, and (ii) spring and summer 2009. The time spent in the field totalled 28 weeks. The field research took place in two neighbouring villages in a mango-growing district in the northern state of Uttar Pradesh in India.

By rural standards, one village was relatively prosperous while the other was typical. We chose to work with both communities because we have had a successful history of running mobile learning trials with them, one of which was a pilot deployment that took place as an after-school program three times per week over an entire semester [10]. In those studies, researchers were present throughout all sessions. This study was a significant departure in that we wanted to understand rural children's mobile learning behaviours in non-school, everyday settings. It is infeasible for researchers to be present in these settings, some of which are private social spaces over months. Worse, the presence of researchers could artificially affect participant behaviour. We believe that we have had enough successes with both rural communities to collect meaningful data without needing our researchers to supervise their use of cell phones.

According to Anuj Kumar et al. weeks in June-July 08) with 45 children from 20 households to understand the social dynamics around cell phone use and adoption among children in rural India. The first week focused on getting a glimpse of the participants' everyday lives. We carried out participant observations, after which we analyzed our field data to construct accounts for «a day in the life of a child.»

We then offer plausible scenarios for everyday, cellphone enabled learning that emerged from these accounts. In all, we identified 9 distinct scenarios. In the second week, we examined the feasibility of these scenarios by having participants use our mobile learning applications during various times in the day. Instead of imposing predefined tasks, we encouraged the children to come up with their own ways of using the applications. Our observations and interviews gave us preliminary insights to these scenarios.

ü A girl plays an e-learning game on a cell phone when she has downtime between housework. We found that there is intermittent downtime between chores, such as cleaning the home, cooking, washing dishes, gathering firewood and getting fodder for cattle.

ü An upper-caste child (usually a boy) plays a cell phone based e-learning game when in the fields. We do not expect boys from the lower castes to use their cell phones in the fields, since they would have to be at work as hired labourers. In contrast, upper-caste boys have time to play e-learning games in the fields, since they are present only to supervise their hired labourers.

ü A girl is sharing a cell phone with other girls and is playing an e-learning game with them, just as the adults are taking their afternoon rest at home.

ü A lower-caste child (usually a girl) plays an e-learning game on a cell phone while grazing the goats outdoors. This scenario only applies to lower-caste households, who are the only people to keep goats. In such families, it is the girls who take the goats out to graze.

ü A boy is sharing a cell phone with other boys and is playing an educational game together with them, in the afternoon. Since boys are permitted to go outdoors more freely than the girls, boys have access to a greater social circle of playmates. In any case, children never player with other children from different castes.

ü Siblings play an e-learning game together as a group, on a cellphone that they are sharing, in their free time between dinner and bedtime. In both upper- and lower caste families, boys have more time than girls to play. But after the girls have completed the housework, they have time to play with their brothers, albeit usually as passive observers.

Sanjay Rajpal, et al. (2008). Conducted a research on E-Learning Revolution: Status of Educational Programs in India, objectives of the study were the following as highlighted in their work: 1) Some background on the Distance Education.2) The need of e-learning systems and environment. 3) The current E-learning status.

Sanjay et al. continued to say that In India, the education processes are primarily class room lectures, presentations and laboratory experiments. These are supplemented with audio-visual aids like the use of projectors, stereo systems and the projection of films. Students are required to listen to understand. They find it less comfortable to interact due to their perceptions of the atmosphere and the circumstances leading to the unsatisfied learning experience. However, this is not true in all cases. Many find it a better option to have face-to-face interaction during the learning process. This has an implication on the size of lectures and the tutor-student ratio.

An overview on workshops conducted related to mobile learning. The mobile learning currently exploits both handheld computers and mobile telephones and other devices that draw on the same set of functionalities.

Mobile learning using handheld computers is obviously relatively immature in terms of both its technologies and its pedagogies, but is developing rapidly.

It draws on the theory and practice of pedagogies used in technology enhanced learning and others used in the classroom and the community, and takes place as mobile devices are transforming notions of space, community, and discourse (Katz and Aakhus 2002; Brown and Green 2001)

Bill Peirce, (2004). In the workshop conducted by Richard Paul on critical thinking of students when they are doing their assignment and home works, some strategies have been put out as following: Assign a daily writing assignment based on the reading. At the beginning of the course, teach the students how you want them to read the textbook chapters and other readings and show them how to annotate/outline/ summarize a chapter.

Train students how to apply reading strategies to the textbook in your course; model

the reading and note-taking process you want them to use, ask them to apply it, and in the first few class sessions give them feedback on how well they did it.

Show them what to underline, how to annotate pages, how to take notes, how to use visual cues (such as headings), what do with illustrations, how to summarize, when to read sceptically, when to read for understanding, how to handle new vocabulary.

The author of this writing above has so much emphasized on reading classical library book, but nowadays we have to know that with recent trends in education electronic libraries are available where you should read a book on your mobile device or your tablet as mobile learning technologies.

If we look at the emerging practice of mobile learning based around phones and PDAs in developing countries, especially the poorest, a different picture emerges based on wholly different affordances. The radically different physical infrastructure and cultural environment - including landline telephony, Internet connectivity, electricity, the rarity of PCs, and the relative inability of societies to support jobs, merchandising, and other initiatives based around these prerequisites - has meant that prescriptions for mobile learning are more cautious than in the developed world Traxler and Kukulska-Hulme,(2005).

In this part of literature review we can't talk only on mobile learning without looking into how assignments are solved by students. Exactly we are focusing on college level students. How they are trying to handle the tasks given by their facilitators.

Jennifer L. Romack, (2010). In their work they said that «Learning is not a spectator sport. Fundamentally, the responsibility to learn is yours and yours alone. For learning to happen in any course, you must take an active role in the process. For our class, you are expected to come to class `prepared' and `ready to learn,' which requires you `to read' and `to study' the assigned reading `before' you come to class. Being prepared for class enables you to construct a knowledge base on which subsequent learning rests. «During our class, we don't `cover' content, which means I talk less to get you to talk about what you are.»

The authors of this above quote confirmed that the main key in or out of classroom is a student. The learner has to show engagement and involvement in his/her studies facilitated by teacher. They continued to say that the educator is not a football or any game as well as sport spectator, but either teacher or students must be involved before and during as well they come to class.

Tracey E. Ryan,(2010) in his work he wrote the following quotes: «Do we really need to buy the textbook? It's so expensive!», «Can't you just summarize it for us?», The author's quotes tell us how much now days using only textbooks is not enough to gain knowledge and for some students in their assignments books bore them.

Tracey continued to say that quotes like these indicate that many of our students want us to help them with the hard work of extracting difficult material and new vocabulary from their textbooks. They may use the term «boring,» but what they really mean is difficult and time consuming. The solutions of the educational problem like this highlighted above, should be handled by new technology where the mobile learning contribution is the response.

Maryellen Weimer(2010). Getting students to read their textbooks is like pulling hen's teeth! Most of us know the problem is bad but most of us don't have the courage Jay R. Howard did. He started and continued surveying despite grim results. Only 40 percent of his students reported that they usually or always did the reading. Grades and reading were linked. Of the students who got C's, D's and F's, only about 31 percent of them reported that they usually or always doing the reading as compared with 54 percent of students who got A's and B's. Even so, I think most of us would cringe if we found out that 40 percent of our best students were not regularly reading the assigned material.

Tiffany F. Culver, and Linda W. Morse, (2010) most college students spend little time reading their texts. There's research to confirm that, but most of us don't need to look beyond our own classrooms for confirmation. In our case we sampled the undergraduates we teach and they reported that on average they spend 1.88 hours a week reading the required text. The hours reported by first-year students were even less--1.54 hours. Our upperclassmen, primarily educational psychology majors, reported a mean of 2.21 hours each week. These bleak findings caused us to start thinking about why students don't read the text.

Maryellen Weimer, (2010). In his work he has published a number of articles on students and college-level reading skills; more specifically, how we get students to devote the time and energy required to read college-level materials. Here's more on the topic from an excellent article that does a particularly good job of framing the issues. It also offers an assignment that develops reading skills. When given an assignment, some students feel they have met their obligation if they have forced their eyes to `touch' (in appropriate sequence) each word on the pages assigned. How can we entice students to read the material we assign, and how do we help them develop strategies for deep comprehension and retention of the material?

According to Yousuf M Islam, Md. Shafiqul Alam, (2008). In their study on Virtual Interactive Classroom (VIC) using Mobile Technology at the

Bangladesh Open University; the objective was to test the effectiveness and viability of interactive television (TV) and mobile's Short Message Service (sms) classroom and explore the use of available and appropriate technologies to provide ICT enabled distance tuition. In this project, the mobile technology's sms along with perceived live telecast was used to create ideal classroom situation for distance learning through the Question Based Participation (QBP) technique. It wasfound from the study that this interactive virtual classroom significantly perform well in teaching than BOU video programmes (non interactive) which is used at present.

The Bangladesh Open University, (2010) conducted a study where the objective was to test the effectiveness and viability of interactive television (TV) and mobile's Short Message Service (sms) classroom and explore the use of available and appropriate technologies to provide ICT enabled distance tuition

Purpose: Evaluation of IMLIS for teaching contexts with diverse cultural background and in different school systems that have a different educational concept. Stating the potential for adaptation and extension.

Methods: Presentation, guided tours and discussion. Summing up at the end with the group writing a protocol.

Process: Presentation of IMLIS with a focus on the teacher portal. Discussion of their experience with respect to interactive functionalities and classification by criteria.

Results: The teachers stated that IMLIS supports much necessary Functionality that might be used in their lessons. Of course, the system should be translated; also the technology infrastructure should be supported by the school. They understood the use and could imagine how it could support learning, knowledge and skill training.

According to Qiyao Zhu ,Wentao Guo ,Yan Hu, (2012) in their study on Mobile learning in higher education: Students' acceptance of mobile learning in three top Chinese universities where the objectives was to test the proposed Technology Acceptance Model (TAM) in explaining students' acceptance in three top Chinese universities. The goal of this work is to enhance the understanding of user acceptance of incorporating learning into mobile device inside and outside classes.

As method, A deductive, theory-testing approach was used in this study. Eleven hypotheses were built based on a literature review and on the proposed TAM model, and were tested using primary data and literature review. Primary data was gathered via semi-structured interviews and questionnaires. The data collected through the questionnaire was analysed by Structural Equation Modelling.

As findings, through testing the proposed model, the authors found that students are positive towards mobile learning but they do not have a strong willingness to adopt it. The proposed TAM model can improve the understanding of students' motivation by suggesting what factors are the most important in enhancing students' acceptance of mobile learning.

Saeed Zare(2010) Intelligent Mobile Learning Interaction System (IMLIS) A Personalized Learning System for People with Mental Disabilities, Bremen university. This study focused on three aspects: 1) A contribution to the empowerment of the mentally disabled, 2) Findings on understanding the media specification of mobile technologies, and 3) The combination of the mobile technologies with the needs of the disabled based on personalization. The personalization model in this study has three stages:

The first stage is a profile and ongoing monitoring of the learner activities, whereby the system adapts itself to learner behaviour and current ability level. This adaptation is modelled according traditional learning whereby teachers focus on adapting and supporting learners. In this case, personalization serves as an empowering assistant or support system.

The second stage is where IMLIS identifies the incorrect content metadata in the system and suggests appropriate metadata and usage level. For example if learners are asked the same question 30 times and 95% of the total results are incorrect, this indicates that the question is not tagged with appropriate metadata.

Therefore, the system sends an automatic message to teachers via teacher portal to improve the metadata and usage level.

The third stage offers teacher interventions and learning process planning in teacher portal; learners receive lessons and content that challenge them according to their own profile which is developed and completed by the sequential use of the system. The 3D learning progress curve helps teachers to recognize the weaknesses and potential abilities required to strengthen the learning process.

http://www.mlearn.org/mlearn2002/ the workshop is for researchers and practitioners in industry and education with an interest in developing new approaches to mobile and contextual learning. This includes the design of new technology and software for mobile learning, as well as research and development in technology-supported informal and lifelong learning. A central aim of the workshop is to broaden the horizons of mobile learning, to explore possibilities for experiential learning, personal learning projects, on the job learning, and just-in-time learning.

It will also provide a showcase for new learning technologies and solutions, including wearable learning devices, learning organizers, and multimedia content delivery to handheld devices.

. http://www.mlearn.org/mlearn2003/indexa2ce.html?section=1 m-Learning and MOBIlearn, two mobile learning projects supported by the European Commission, are collaborating to organize MLEARN 2003 in London, UK. A similar event will be held in 2004 in Rome, Italy.

The conference will bring together people who are interested in developing opportunities, systems and materials for learning with mobile and wireless handheld devices. Speakers and delegates will include practitioners, designers of learning materials, hardware and software technology developers, and researchers. This is an opportunity to find out what is going on now in learning with mobile devices and to share ideas and experiences!

Purpose: Learning from another culture of inclusive classroom. Focusing on personalized teaching practice. Analysing how teachers with a different background deal with abilities, restrictions and needs. Recognizing possible options for a broader model of personalized learning. Analysing how these teachers prepare specialized material for each individual's need.

Process: Visit a group of teachers and discuss with them their experience and practice and how their school system works.

Results: Personalization is important. The need of autonomous exercises and training is highly valued and is seen as an opportunity to develop a certain self-determined learning practice.

According to Mohamed Ally, (2009) The mobile learning community may nevertheless need the authority and credibility of some conceptual base. Such a base would provide the starting point for evaluation methodologies grounded in the unique attributes of mobile learning. Attempts to develop the conceptualizations and evaluation of mobile learning, however, must recognize that mobile learning is essentially personal, contextual, and situated; this means it is «noisy,» which is problematic both for definition and for evaluation.

According to Mohamed Ally, (2009) The use of wireless, mobile, portable, and handheld devices are gradually increasing and diversifying across every sector of education, and across both the developed and developing worlds. It is gradually moving from small-scale, short-term trials to larger more sustained and blended deployment. Recent publications, projects, and trials are drawn upon to explore the possible future and nature of mobile education.

According to Mohamed Ally, (2009) Mobile learning has growing visibility and significance in higher education, as evidenced by the following phenomena: First, there is the growing size and frequency of dedicated conferences, seminars, and workshops, both in the United Kingdom and internationally. The first of the series, MLEARN 2002 in Birmingham, was followed by MLEARN 2003 in London (with

more than two hundred delegates from thirteen countries), MLEARN 2004 in Rome in July 2004, MLEARN 2005 in Cape Town in October 2005, MLEARN 2006 in Banff, Alberta in November 2006, and MLEARN 2007 in Melbourne, Australia. Another dedicated event, the International Workshop on Mobile and Wireless Technologies in Education (WMTE 2002), sponsored by IEEE, took place in Sweden in August 2002 ( http://lttf.ieee.org/wmte2002/). The second WMTE (http://lttf.ieee.org/wmte2003/) was held at National Central University in Taiwan in March 2004, the third in Japan in 2005, and a fourth in Athens in 2006. Both these series report buoyant attendance. There are also a growing number of national and international workshops.

The June 2002 national workshop in Telford on mobile learning in the computing discipline attracted sixty delegates from UK higher education ( http://www.ics.ltsn.ac.uk/events).

The National Workshop and Tutorial on Handheld Computers in Universities and Colleges at Telford (http://www.e-innovationcentre.co.uk/eic_event.htm ) on June 11, 2004, and subsequent events on January 12, 2005 and November 4, 2005 (http://www.aidtech.wlv.ac.uk) all attracted over ninety delegates. The International Association for Development of the Information Society (IADIS) (www.IADIS.org) now runs a conference series, the frst taking place in Malta in 2005, the second in Dublin in 2006, and the third in Lisbon in 2007. Secondly, there have also been a rising number of references to mobile learning at generalist academic conferences; for example, the Association for Learning Technology conference (ALT-C) every September in the UK ( http://www.alt.ac.uk).

According to Paul W. Williams(2009) in his study on Assessing Mobile Learning Effectiveness and Acceptance, where The purpose of this study was to assess Mobile Learning (M-Learning) effectiveness vis-à-vis Face-to-Face Learning and to determine the extent to which students used and accepted the M-Learning education delivery methodology. People who want an education, but the traditional method of driving to a campus and sitting in class just doesn't work for them. The study was guided by the following research questions: 1. Is the M-Learning Mode of Delivery (MOD) more or less effective than FTF?

The findings were as highlighted here: Participants in the Control group (Face-to-Face) outperformed Treatment group participants (M-Learning) on both of two quizzes administered during the study. Face-to- Face participants performed significantly better (9 %) in average performance than MLearning participants on the first quiz (p=.000; Adjusted R2 =.106). Similarly, Face-to- Face participants significantly outperformed M-Learning Mode of Delivery participants by 7% (p=.010; Adjusted R2=.052) on the second quiz. The average increase in performance across both quizzes was 8%.

Other than mode of delivery (Face-to-Face or M-Learning), the factors that influenced the acceptance and use of M-Learning were not determined; UTAUT, adapted specifically to measure M-Learning acceptance and use, did not provide as much insight into the M-Learning environment as it had when applied to other technology contexts.

According to Megan K. Foti, Jomayra Mendez, (2014). In their study on Mobile Learning: How Students Use Mobile Devices to Support Learning, their objective was to investigate whether mobile devices are currently used to enhance or support learning in a graduate level Occupational Therapy program in order to facilitate student achievement. Forty six participants were administered a questionnaire containing Likert scale items and open-ended questions to obtain information regarding frequency and quality of mobile device use among students. The findings indicate that students are using their mobile devices to enhance learning outside of the classroom.

The related literature review has been made in this chapter to make a deep understanding of our topic entitled «Mobile learning contribution on college students' assignments with faculty support.» Related reading in India and abroad should be seen in this part.

CHAPTER. III.

3. RESEARCH METHODOLOGY

3.1. INTRODUCTION

Doing a research is a basis of our life we want to succeed life. No research no country development as well as no life, otherwise we will live miserably. God has given us the power of exploring everything he had created and that thing should help us to well survive on this world. This technique of living scientifically has the rules and regulations so as to be so called. In this chapter we are going to make a look of our research techniques, methods and tools used especially in our field of education

«The research in field of education is classified under three different categories viz, historical research, normative research and experimental research. Research involves formal, systematic and intensive process of carrying out a problem through scientific method of analysis» (Best and Kakn) . It requires careful analysis and adaptation of various techniques of thinking, employing relevant tools and instruments and systematic procedures. Therefore, in the present study, utmost care has been taken to provide a clear lay out for implementing the problem selected for investigation. In this chapter, the methodological procedure employed for studying the problem explained in introduction of this research project. The following are important research strategies of this study:

1. Selecting the topic and conceptualizing the variables of the study (conceptualization framing of hypotheses)

2. Reviewing the related literature to deep understand the topic and to identify the research gap of the study (problem clarity)

4. Fixing the sample. In any good research, before talking about the sample you have to think about population of the study. After knowing your population you decide scientifically the vivid sample of that project. The development of tools necessary for the research must be clarified here descriptively and differentially.

5. The classified and tabulated data are analyzed using appropriate statistical techniques

This is a real sign to conform without doubt that world people lifestyle has been being changed due to advanced mobile devices.

Learners are increasingly using digital tools and constructing and sharing knowledge in new ways (Looney & Sheehan, 2001; Kimber et al., 2002).

Incorporating mobile learning is just one potential way to meet the needs of both students and universities in the digital age.

One private university has been selected for the study located in Thanjavur Distict whose name is Prist University. From the university the following variables were considered:

Gender is an independent variable in this study where the teachers and students combined are considered to have their unique understanding according to their gender. Gender refers to the socially constructed roles, behaviour, activities and attributes that a particular society considers appropriate for men and women (WHO,2011). In order to do valid and reliable researcher has tried to the role of gender factor in using mobile learning to contribute in college students assignments as well as all educational tasks. According to such sex you are, either female or male, there is a certain influence in using mobile device.

The term affiliation in this study show that the respondents are in different cluster and groups. Some are students others are teachers.

The different majors of students have been used such as B.B.A.; B.C.A.; B.Sc.; B.Ed.; B.Tech or B.E.; M.B.A.; M.C.A.; M.Ed.; M.Tech. According to the major the student is belonging to, he/she should be influence by his/her major to be more motivated in using mobile device because of lower or higher level of information technology.

The experience is an important factor in different domain of life. In field of education in the same case, an experienced teacher influence more the students in gaining new knowledge, recently new teaching hardware are abundant, experienced and non experienced should not handle the use of new material like mobile devices in the same manner. In this study the investigator has tried to make an inferential study scientifically.

Educational qualification has been included as an independent variable in sense that lower level of education should ban the recent and current trends in field of delivering and receiving knowledge. Then a comparative study has been done to make sure the influence level of qualification in mobile learning contribution to support college students' assignments.

This is an independent variable taken here to make a comparative study in lower level performer and high level performer if there is no significance influence of mobile devices use. As a new school material, mobile device should be used anywhere and anytime to help student in his learning. This has pushed the investigator to make inferential study.

1. There is no significant difference between teachers and students that mobile technologies in learning practices are high and continue to increase among students in respect of working assignment.

2. There is significant difference between students and instructors (teachers) to need logistical, technical and pedagogical support to integrate mobile devices and applications in formal and informal learning.

4. There is significant difference between students of B.Tech(B.E), B.Sc, M.Tech., B.C.A.,M.C.A and students of B.B.A, B.Ed, M.B.A.,M.Ed.,that effective use of mobile technologies is less about tools and students' digital literacy skills including ability to access, manage and evaluate digital resources in respect of mobile learning as well as students' assignments.

7. There is no significant difference between teachers and students that investigation on mobile learning practice and their impact on students' academic life is not done accordingly.

8. There is significant difference between experienced teachers with 6 years and those less than 6 years of experience that seeking out pedagogical insights of mobile learning as well as technologies will help teachers better to improve students in respect of working assignment.

9. There is no significant difference between female students and male students that use mobile devices with 24/7 wireless internet access empower students to take responsibility for their learning particularly in working assignments.

10. There is no significant difference between students with 0-49 marks, 50-59 marks, 60-69 marks, 70-79 marks, 80-89 marks, 90-100 marks that students feel more successful and demonstrate high level of performance by using mobile learning devices in respect of working assignments.

11. There is no significant difference between teachers with B.Ed and/or M.Ed and those without B.Ed and/or M.Ed that mobile teaching and learning applications have power to change the way teachers think about their teaching.

12. There is no significant difference between teachers and students that the students use mobile devices to connect communicate and collaborate with other students as they create personalized mobile learning experiences.

The researcher in order to fulfil and realize the predetermined objectives, the survey method has been used in the current project. Normative survey study describes what exists at present. They are concerned with existing conditions or relations, prevailing practices, beliefs and attitudes. Gokila, G. (2014). In other sense we call this study the descriptive survey.

Gokila continues to say that the term «Normative» implies the determinations of typical conditions or practices. He emphasis that the term «survey» suggests the gathering of evidences related to prevailing conditions or practices.

In the present study, sample was selected from Prist university faculties and their students in all departments. The data was collected from 50 faculties and 150 students total is 200 individuals. They have been selected randomly and conveniently.

Sampling is the process of selecting a sufficient number of elements from the population, so that the study of the sample and an understanding of its properties or characteristics would make it possible for us to generalize such properties or characteristics to the population elements. Gokila, G. (2014).

Sampling design is to define clearly that set of objects, technically called universe to be studied. Gokila, G. (2014). The sampling design used in this study is probability sampling. The sampling techniques used are stratified random sampling.

A sample plan is a definite plan for obtaining a sample from a given population, it refers to the technique or the procedure the researcher would adopt in selecting items for the sample.

After deciding the research approach the next stage is to deseign a sampling plan. The selected respondents from the total population constitute what is technically called a sample and the selection process is called sampling technique. Gokila, G. (2014).

The following table explains the sample and size of the sample in institutional variables

SI.N0	Type of sample	Sub samples	Size of sample	Percentage
1	Gender	Male faculty	24	12%
		Female faculty	26	13%
		Male students	74	37%
		Female student	76	38%
2	Affiliation and duty	Teachers	50	25%
2	Affiliation and duty	Students	150	75%
3	Major of students	Education	36	24%
		Engineering	39	26%
		Art/Sciences	54	36%
		Business Administration	21	14%
4	Teaching experience	0-1 year	2	4%
		1-3 years	8	16%
		3-6 years	16	32%
		6-9 years	10	20%
		10 and above	14	28%
5	Educational qualification	Degree with education (B.Ed., and/or M.Ed.)	24	48%
5	Educational qualification	Degree without education (B.Ed., and/or M.Ed.)	26	52%
6	Students' level of performance	0-49 %	34	26.66%
		50-59 %	11	7.33%
		60-69 %	14	9.33%
		70-79 %	45	30%
		80-89%	44	29.33%
		90-100 %	2	1.33%
	TOTAL		200	100%

In this study on mobile learning contribution to college students' assignment, the research has used his own developed tool for collecting data. He has used questionnaire as tool.

The variable selected by the researcher is mobile learning as independent and college students' assignment as dependent research variable with 200 individuals of sample. 89 questions have been composed where 51 were for students and 38 were for faculty.

Reliability of mobile learning scale was established by the investigator using split-half method, which found to be 0.74 reliable results.

The research also ensured the validity of the tool by using concurrent validity.

There are 32 items in the mobile learning for a score of 2 and 1 with yes or no response. The maximum score for this scale is 64 and 32 is the minimum score. There is no time limit to complete the research tool but most of respondents complete within 25 minutes.

The reliability of the college students' assignment inventory was established by the researcher by using split-half method, which was found to be 0.71

College students' assignment inventory consists of 56 statements. Each statement has to respond with one of five responses as following: Strongly disagree, Disagree, Neutral, Agree, and Strongly Agree. The maximum score for this scale is 280 and 56 is the minimum score. There was no time limit to complete the investigation tool but most of respondents complete within 35 minutes

The researcher himself went to University campuses and met all needed faculty and students in Prist university. The investigator, before meeting individuals so as to fill questionnaire, he met his guider and v/chancellor in charge. After getting permission the researcher met the faculty and did a little introduction then filling research tool coming few minutes later.

The case was the same for meeting the students, I did little introduction to the students which were available in the campus, more than 150 students tried to fill the questionnaire including both sex such girls and boys.

The mobile learning contribution and college students' assignment were administered to the same sample of 200 individuals including 150 students and 50 faculties. Obtained data were statistically treated and interpreted; they have been being presented in the following chapter.

This chapter deals with analysis and interpretation of the data. Analysis of the data means studying the tabulated material in order to determine the inherent facts or meanings. G.Gokila, (2014). This author continued to say that it is a process which involves breaking down existing complex factors into simpler parts and putting the parts together in new arrangements for the purpose of the study and present the results in an organized and meaningful form.

From analysis and interpretation we find what the researcher has intended from the beginning of his project. All things that other investigators didn't say it is a time of current researcher to put it out.

The purpose of the interpretation is essentially stating what the result show what they mean, what their significance is and what the answer to the original problem is. G.Gokila, (2014).

There is no doubt that from this part of research we should make a comparison study of previous research and current one and also the comparison of the results with the predetermined hypothesis.

Descriptive statistics is the discipline of quantitatively describing the main features of a collection of data. Descriptive statistics are distinguished from inferential statistics or inductive statistics, in that descriptive statistics aim to summarize a data set, rather than use the data to learn about the population that the data are thought to represent. (G.Gokila, 2014). This generally means that descriptive statistics, unlike inferential statistics, are not developed on the basis of probability theory. Even when a data analysis draws its main conclusions using inferential statistics, are generally also presented.

We use differential statistics to make judgements of the probability that the an observed difference between groups is a dependable one or one that might have happened by chance in the study. G.Gokila, (2014). Thus, we use inferential statistics to make inferences from our data to more general conditions; we use descriptive statistics simply to describe what is going on in our data. Most of the major inferential statistics come from a general family of statistical models known as the general linear model. G.Gokila, (2014).

Frequencies of sample used in female and male students in using 24/7 wireless internet on mobile device for empowering their learning

GENDER
		Frequency	Percent	Valid Percent	Cumulative Percent
	FEMALE	74	49.3	49.3	49.3
	MALE	76	50.7	50.7	100.0
	Total	150	100.0	100.0

In this above table, it shows number of female and male according to their gender. The number of female is seventy four (74) having 49.3%, where the number of male is seventy six (76) having 50.7%. The total number of the sample used in this project is two hundred (150) related to students individuals.

Frequencies of sample used in female and male students in using 24/7 wireless internet on mobile device for empowering their learning

In this above figure, it shows number of female and male according to their gender. The number of female is seventy four (74) having 49.3%, where the number of male is seventy six (76) having 50.7%. The total number of the sample used in this project is two hundred (150) related to students individuals.

GENDER
		Frequency	Percent	Valid Percent	Cumulative Percent
Valid	FEMALE	26	52.0	52.0	52.0
	MALE	24	48.0	48.0	100.0
	Total	50	100.0	100.0

As it has been highlighted above on the histogram, the number of teachers totally was fifty (50), where 26 having 52% are female and male are twenty four (24) which is equal to 48%.

Frequencies of sample used to study if continuous support and training for mobile learning based on gender teachers

As it has been highlighted above on the histogram, the number of teachers totally was fifty (50), where 26 having 52% are female and male are twenty four (24) which is equal to 48%.

Frequencies sample used among students of different level of performance on mobile learning in respect of working assignments

PERFORMANCE FREQUENCY SAMPLE
		Frequency	Percent	Valid Percent	Cumulative Percent
Valid	0-49 MARKS	34	22.7	22.7	22.7
	50-59 MARKS	11	7.3	7.3	30.0
	60-69 MARKS	14	9.3	9.3	39.3
	70-79 MARKS	45	30.0	30.0	69.3
	80-89 MARKS	44	29.3	29.3	98.7
	90-100 MARKS	2	1.3	1.3	100.0
	Total	150	100.0	100.0

In this table highlighted above, it is showing the frequency of student performance sample used during research project. 34 students which have 22.7% are in interval marks of 0 to 49. Next is 11 students having 7.3% in interval marks of 50 to 59. The following is 14 students which have 9.3% belonging in interval marks of 60 to 69. Other group of 45 students which have 30% in interval marks of 70 to 79. The student whose number is 44, their percentage is 29.3% and has interval marks of 80 to 89. The next group of students whose number is 2 they have 1.3% of all students, their interval marks is 90 to 100. The total number of students was one hundred and fifty (150).

Frequencies sample used among students of different level of performance on mobile learning in respect of working assignments

In this figure showcased above, it is showing the frequency of student performance sample used during research project. 34 students which have 22.7% are in interval marks of 0 to 49. Next is 11 students having 7.3% in interval marks of 50 to 59. The following is 14 students which have 9.3% belonging in interval marks of 60 to 69.

DUTY
		Frequency	Percent	Valid Percent	Cumulative Percent
	TEACHER	50	25.0	25.0	25.0
	STUDENTS	150	75.0	75.0	100.0
	Total	200	100.0	100.0

As you are observing on above figure, the number of teachers in this hypothesis was fifty(50) having 25% of total sample where the number of students was one hundred fifty(150) which is equal to 75% 0f total sample; total number of sample was two hundred(200).

The following figure shows the frequencies of students and teachers in use of mobile technologies in learning practices among students in respect of working assignment.

Frequencies of sample used to study mobile literacy, skills as well as effective use in respect of mobile working assignment.

STUDENTS MAJOR
		Frequency	Percent	Valid Percent	Cumulative Percent
	ENGINEERING	39	26.0	26.0	26.0
	EDUCATION	36	24.0	24.0	50.0
	ART/SCIENCE	54	36.0	36.0	86.0
	BUSINESS	21	14.0	14.0	100.0
	Total	150	100.0	100.0

It is highlighted in above table that the number of engineering students are thirty nine (39) which is equal to 26%, the number of student in school of education are 36 having 24%, the number of students in school of arts and science are 54 which is equal to 36%, finally the number of students in school of business is 21 having 14% of total number. Total number of students sample is 150.

Frequencies of sample used to study mobile literacy, skills as well as effective use in respect of mobile working assignment.

It is highlighted in above figure that the number of engineering students are thirty nine (39) which is equal to 26%, the number of student in school of education are 36 having 24%, the number of students in school of arts and science are 54 which is equal to 36%, finally the number of students in school of business is 21 having 14% of total number. Total number of students sample is 150.

Teachers sample used based on their experience in implementation of mobile learning technologies

EXPERIENCE
EXPERIENCE		Frequency	Percent	Valid Percent	Cumulative Percent
	0-1 YEAR	2	4.0	4.0	4.0
	1-3 YEARS	8	16.0	16.0	20.0
	3-6 YEARS	16	32.0	32.0	52.0
	6-9 YEARS	10	20.0	20.0	72.0
	10 and above	14	28.0	28.0	100.0
	Total	50	100.0	100.0

By making a look in this above table, based on their experience, the teachers are as following: With at least one year experience are 2 teachers having 4% of total number, the number of teachers with one to three years of experience are 8 in this study which is equal to 16%, the researcher used 16 teachers with three to six years of experience having 32% of total number, only 10 teachers have been used and they have between six to nine years of experience which have 20%. Finally the interval of 10 years and above its number is 14 which is equal to 28% as the interpretation highlights it. The total number of teachers is 50.

By making a look in this above figure, based on their experience, the teachers are as following: With at least one year experience are 2 teachers having 4% of total number, the number of teachers with one to three years of experience are 8 in this study which is equal to 16%, the researcher used 16 teachers with three to six years of experience having 32% of total number, only 10 teachers have been used and they have between six to nine years of experience which have 20%. Finally the interval of 10 years and above its number is 14 which is equal to 28% as the interpretation highlights it. The total number of teachers is 50.

Frequencies of sample used to study mobile literacy, skills as well as effective use in respect of mobile working assignment in undergraduate and postgraduate students.

EDUCATIONAL LEVEL
		Frequency	Percent	Valid Percent	Cumulative Percent
Valid	UG	120	80.0	80.0	80.0
	PG	30	20.0	20.0	100.0
	Total	150	100.0	100.0

In this above table, it shows number of students according to their educational level. The students from undergraduate studies are one hundred and twenty (120) which is equal to 80%, where the students from post graduate level are thirty (30) which is equal to 20% of total sample in this hypothesis. The total number of the student sample is one hundred and fifty (150).

Frequencies of sample used to study mobile literacy, skills as well as effective use in respect of mobile working assignment in undergraduate and postgraduate students.

In this above figure, it shows number of students according to their educational level. The students from undergraduate studies are one hundred and twenty (120) which is equal to 80%, where the students from post graduate level are thirty (30) which is equal to 20% of total sample in this hypothesis. The total number of the student sample is one hundred and fifty (150).

Frequencies sample showing teachers with B. Ed and/or M. Ed and those without B. Ed and/or M. Ed that mobile teaching and learning application

EDUCATION
TEACHER'S QULIFICATION		Frequency	Percent	Valid Percent	Cumulative Percent
	DEGREE WITH EDUCATION	24	48.0	48.0	48.0
	DEGREE WITHOUT EDUCATION	26	52.0	52.0	100.0
	Total	50	100.0	100.0

As it is explained in above table, the frequency of teachers used according to their level of education is fifty as total number. All individual degrees were combined in one except education degree ( both B.Ed. and M.Ed. ). In this study a teacher must hold educational course to be qualified as skilled teacher. 24 teachers which have 48% in this study they have neither M.Ed. nor B.Ed. Wherein 26 teachers of total number which is equal to 52% have said that they hold either M.Ed. or B.Ed.

Frequencies sample showing teachers with B. Ed and/or M. Ed and those without B. Ed and/or M. Ed that mobile teaching and learning application

As it is explained in above figure, the frequency of teachers used according to their level of education is fifty as total number. All individual degrees were combined in one except education degree ( both B.Ed. and M.Ed. ). In this study a teacher must hold educational course to be qualified as skilled teacher. 24 teachers which have 48% in this study they have neither M.Ed. nor B.Ed. Wherein 26 teachers of total number which is equal to 52% have said that they hold either M.Ed. or B.Ed.

1. There is no significant difference between teachers and students that mobile technologies in learning practices are high and continue to increase among students in respect of working assignment.

Difference mean between teachers and students to use mobile technologies, for learning practices in respect of working assignment

From above table, it is clear that the calculated value of 4.684 is greater than the table value 1.96 at 0.05 significant level.

Hence it is found that, there is significant difference between teachers and students that mobile technologies in learning practices are high and continue to increase among students in respect of working assignment. Therefore the null hypothesis is rejected.

Difference mean between teachers and students to use mobile technologies, for learning practices in respect of working assignment

There is significant difference between students and instructors (teachers) to need, technical and pedagogical support to integrate mobile devices and applications in formal and informal learning.

Difference between teachers and students in need of technical and pedagogical support to integrate mobile learning

From above table, it is clear that the calculated value of 3.960 is greater than the table value 1.96 at 0.05 significant level

Hence it is found that there is no significant difference between teachers and students to need technical and pedagogical support to integrate mobile learning.

Difference between teachers and students in need of technical and pedagogical support to integrate mobile learning

There is no significant difference between female and male that the continuous support and targeted training resources should produce positive change in students' mobile learning in respect of students' assignments.

Difference between female teachers and male teachers on continuous support and training for mobile learning

From above table, it is clear that the calculated value of 0.700 is less than the table value 2.000 at 0.05 significant levels

Hence it is found that there is no significant difference between female and male teachers that the continuous support and targeted training resources should produce positive change in students' mobile learning in respect of students' assignments. Therefore the null hypothesis is accepted.

Difference between female teachers and male teachers on continuous support and training for mobile learning

There is significant difference between students of ENGINEERING, EDUCATION DEPARTMENT students, students of BUSINESS DEPARTMENT and ART/SCIENCE students ,that effective use of mobile technologies is less about tools and students' digital literacy skills including ability to access, manage and evaluate digital resources in respect of mobile learning as well as students' assignments.

Difference among Engineering, Education, Arts/Science as well as Business department students in mobile learning skills, literacy as well as effective use in different departments

Mobile skills, literacy and effective use	Source of variation	Sum of Squares	Df	Mean Square	F value	Remark
	Between Groups	6537.888	3	2179.296	3.415	Not significant
	Within Groups	93166.305	146	638.125
	Total	99704.193	149

From above table, it is clear that the calculated value of F (4,146) which is 3.415 is less than the table value 2.60 at 0.05 significant level

Hence it is found that the difference between students of ENGINEERING, EDUCATION DEPARTMENT students, students of BUSINESS DEPARTMENT and ART/SCIENCE students ,that effective use of mobile technologies is less about tools and students' digital literacy skills including ability to access, manage and evaluate digital resources in respect of mobile learning as well as students' assignments is not significant. Therefore the null hypothesis is rejected

Difference among Engineering, Education, Arts/Science as well as Business department students in mobile learning skills, literacy as well as effective use in different departments

There is significant difference between students of undergraduate studies and students of postgraduate studies that effective use of mobile technologies is less about tools and students' digital literacy skills including ability to access, manage and evaluate digital resources in respect of mobile learning as well as students' assignments.

Difference between students of undergraduate studies and students of postgraduate studies in mobile learning skills, literacy as well as effective use in different departments

From above table, it is clear that the calculated t- value which is 1.247 is less than the table value 1.960 at 0.05 significant levels

Hence it is found that the difference between students of undergraduate studies and students of postgraduate studies ,that effective use of mobile technologies is less about tools and students' digital literacy skills including ability to access, manage and evaluate digital resources in respect of mobile learning as well as students' assignments is significant. Therefore the null hypothesis is accepted.

Difference between students of undergraduate studies and students of postgraduate studies in mobile learning skills, literacy as well as effective use in different departments

There is significant difference among experienced teachers with 0-1 year, 1-3years, 3-6 years, 6-9years and those of 10 or above years of experience that Wide-scale implementation of mobile learning devices (technologies) depends upon clear university policy, device availability, and accessible technical and pedagogical support in respect of students' assignments.

Deference among teachers based on their teaching experience in implementation of mobile learning technologies

implementation of mobile learning technologies	Source of variation	Sum of Squares	Df	Mean Square	F value	Remark
	Between Groups	1205.070	4	301.267	1.738	Significant
	Within Groups	7801.650	45	173.370
	Total	9006.720	49

From above table, it is clear that the calculated F- value (4, 45) which is 1.738 is less than the table value 2.610 at 0.05 significant levels

Hence it is found that the difference among experienced teachers with 0-1 year, 1-3years, 3-6 years, 6-9years and those of 10 or above years of experience that Wide-scale implementation of mobile learning devices (technologies) depends upon clear university policy, device availability, and accessible technical and pedagogical support in respect of students' assignments is significant. Therefore the null hypothesis is accepted.

Deference among teachers based on their teaching experience in implementation of mobile learning technologies

There is no significant difference between teachers and students that investigation on mobile learning practice and their impact on students' academic life are not done accordingly.

Difference between teachers and students on Investigation of mobile learning in respect of working assignment

From above table, it is clear that the calculated t- value which is 3.837 is greater than the table value 1.96 at 0.05 significant levels

Hence it is found that the difference between teachers and students that investigation on mobile learning practice and their impact on students' academic life is not done accordingly, is significant. Therefore the null hypothesis is rejected.

Difference between teachers and students on Investigation of mobile learning in respect of working assignment

There is no significant difference between female students and male students that use mobile devices with 24/7 wireless internet access empower students to take responsibility for their learning particularly in working assignments.

Difference between female and male students in using 24/7 wireless internet on mobile device for empowering their learning

From above table, it is clear that the calculated t- value which is 2.472 is greater than the table value 1.96 at 0.05 significant levels

Hence it is found that the difference between female students and male students that use mobile devices with 24/7 wireless internet access empower students to take responsibility for their learning particularly in working assignments, is significant. Therefore the null hypothesis is rejected.

Difference between female and male students in using 24/7 wireless internet on mobile device for empowering their learning

There is no significant difference between students with 0-49 marks, 50-59 marks, 60-69 marks, 70-79 marks, and 80-89 marks, 90-100 marks that students feel more successful and demonstrate high level of performance by using mobile learning devices in respect of working assignments.

Difference among students of different level of performance on mobile learning in respect of working assignments

Difference based on performance	Source of variation	Sum of Squares	Df	Mean Square	F value	Remark
	Between Groups	18769.403	5	3753.881	7.469	Significant
	Within Groups	72372.890	144	502.590
	Total	91142.293	149

From above table, it is clear that the calculated F- value (5,144) which is 7.469 is greater than the table value 2.21 at 0.05 significant levels

Hence it is found that the difference among students with 0-49 marks, 50-59 marks, 60-69 marks, 70-79 marks, and 80-89 marks, 90-100 marks that students feel more successful and demonstrate high level of performance by using mobile learning devices in respect of working assignments, is significant. Therefore the null hypothesis is rejected.

Difference among students of different level of performance on mobile learning in respect of working assignments

There is no significant difference between teachers with B. Ed and/or M. Ed and those without B. Ed and/or M. Ed that mobile teaching and learning applications have power to change the way teachers think about their teaching

Difference between teachers with B. Ed and/or M. Ed and those without B. Ed and/or M. Ed that mobile teaching and learning application

From above table, it is clear that the calculated t- value which is 0.188 is less than the table value 1.684 at 0.05 significant levels

Hence it is found that the difference between teachers with B. Ed and/or M. Ed and those without B. Ed and/or M. Ed that mobile teaching and learning applications have power to change the way teachers think about their teaching, is not significant. Therefore the null hypothesis is accepted

Difference between teachers with B. Ed and/or M. Ed and those without B. Ed and/or M. Ed that mobile teaching and learning application

There is no significant difference between teachers and students that the students use mobile devices to connect communicate and collaborate with other students as they create personalized mobile learning experiences

Difference between teachers and students in using mobile device as social material perspective than learning tool

From above table, it is clear that the calculated t- value which is 1.39 is less than the table value 1.96 at 0.05 significant levels

Hence it is found that the difference between teachers and students that the students use mobile devices to connect, communicate and collaborate with other students as they create personalized mobile learning experiences is not significant. Therefore the null hypothesis is accepted.

Difference between teachers and students in using mobile device as social material perspective than learning tool

The data collected related to the study were analysed and interpreted. It gives the various mathematical analyzes which have been done so as to test hypotheses. The percentage analysis used to find the frequencies on mobile learning contribution on college students assignments with faculty support. Besides, both t-test and F-test have been used as testing hypotheses tools in order to find out the significant relationship among groups. The findings and conclusions thus obtained from the analyzes of this chapter have been summarized and presented along with brief report of research study and implications of the study in the following chapter.

In order to study the use of mobile learning as a recent trend in field of education in especially at high education level, the researcher has decided to conduct the present research project among teachers and students of college level studies. Main goal was to find out the implication and contribution of mobile devices in field of education. The project title is «MOBILE LEARNING CONTRIBUTION ON COLLEGE STUDENTS ASSIGNMENTS WITH FACULTY SUPPORT.» This chapter is clearly explains the findings, recommendations, suggestions and conclusions of the present study.

We are living the based technological based society nowadays. In order to achieve so many different life goals we need completely the integration of technology. Teaching laboratory has not been put apart, it is itself concerned and involved.

We do understand the meaning of educational technology in four important keys as the Wikipedia website continues to explain

b) educational technology as technological tools and media that assist in the communication of knowledge, and its development and exchange

c) educational technology for learning management systems (LMS), such as tools for student and curriculum management, and education management information systems (EMIS)

There is no doubt that mobile learning technologies are coming from the broad field of educational technology. The m-learning is an involved element of this field said above. In this study, the researcher has been interested in finding out the impact of using mobile device technologies in field of education as a new trend.

From this view and theories the researcher currently has decided to conduct the research on the topic entitled «MOBILE LEARNING CONTRIBUTION ON COLLEGE STUDENTS ASSIGNMENTS WITH FACULTY SUPPORT.»

Ø There is no significant difference between teachers and students that mobile technologies in learning practices are high and continue to increase among students in respect of working assignment.

Ø There is significant difference between students and instructors (teachers) to need logistical, technical and pedagogical support to integrate mobile devices and applications in formal and informal learning.

Ø There is no significant difference between female and male that the continuous support and targeted training resources should produce positive change in students' mobile learning in respect of students' assignments.

Ø There is significant difference between students of ENGINEERING, EDUCATION DEPARTMENT students, students of BUSINESS DEPARTMENT and ART/SCIENCE students ,that effective use of mobile technologies is less about tools and students' digital literacy skills including ability to access, manage and evaluate digital resources in respect of mobile learning as well as students' assignments.

Ø There is significant difference between students of undergraduate studies and students of postgraduate studies that effective use of mobile technologies is less about tools and students' digital literacy skills including ability to access, manage and evaluate digital resources in respect of mobile learning as well as students' assignments.

Ø There is significant difference among experienced teachers with 0-1 year, 1-3years, 3-6 years, 6-9years and those of 10 or above years of experience that Wide-scale implementation of mobile learning devices (technologies) depends upon clear university policy, device availability, and accessible technical and pedagogical support in respect of students' assignments.

Ø There is no significant difference between teachers and students that investigation on mobile learning practice and their impact on students' academic life is not done accordingly.

Ø There is no significant difference between female students and male students that use mobile devices with 24/7 wireless internet access empower students to take responsibility for their learning particularly in working assignments.

Ø There is no significant difference between students with 0-49 marks, 50-59 marks, 60-69 marks, 70-79 marks, 80-89 marks, 90-100 marks that students feel more successful and demonstrate high level of performance by using mobile learning devices in respect of working assignments.

Ø There is no significant difference between teachers with B.Ed and/or M.Ed and those without B.Ed and/or M.Ed that mobile teaching and learning applications have power to change the way teachers think about their teaching.

Ø There is no significant difference between teachers and students that the students use mobile devices to connect communicate and collaborate with other students as they create personalized mobile learning experiences.

v To describe how there is no significance between teachers and students that mobile technologies in learning practices are high and continue to increase among students

v To find out that Students and instructors (teachers) need technical and pedagogical support to integrate mobile devices and applications in formal and informal learning environments.

v To describe that the continuous support and targeted training resources among female male teachers should produce positive change in students' mobile learning in respect of students' assignments.

v To show that here is significant difference between students of ENGINEERING, EDUCATION DEPARTMENT students, students of BUSINESS DEPARTMENT and ART/SCIENCE students ,that effective use of mobile technologies is less about tools and students' digital literacy skills including ability to access, manage and evaluate digital resources in respect of mobile learning as well as students' assignments.

v To describe that there is significant difference between students of undergraduate studies and students of postgraduate studies that effective use of mobile technologies is less about tools and students' digital literacy skills including ability to access, manage and evaluate digital resources in respect of mobile learning as well as students' assignments.

v To find out that there is significant difference among experienced teachers with 0-1 year, 1-3years, 3-6 years, 6-9years and those of 10 or above years of experience that Wide-scale implementation of mobile learning devices (technologies) depends upon clear university policy, device availability, and accessible technical and pedagogical support in respect of students' assignments.

v To seek out that there is no significant difference between teachers and students that investigation on mobile learning practice and their impact on students' academic life are not done accordingly.

v To find out that mobile devices and 24/7 wireless internet access empower students to take responsibility for their learning particularly in working assignments.

v To show that students feel more successful and demonstrate high level of performance by using mobile learning devices in respect of working assignments.

v To show that mobile teaching learning applications have power to change the way teachers think about their teaching.

v To find out that students use mobile devices to connect, communicate and collaborate with other students as they create personalized mobile learning experiences.

ü It has been found that, there is significant difference between teachers and students that mobile technologies in learning practices are high and continue to increase among students in respect of working assignment.

ü It has been found that, there is no significant difference between teachers and students to need technical and pedagogical support to integrate mobile learning.

ü It has been found that, there is no significant difference between female and male teachers that the continuous support and targeted training resources should produce positive change in students' mobile learning in respect of students' assignments.

ü It has been found that the difference between students of ENGINEERING, EDUCATION DEPARTMENT students, students of BUSINESS DEPARTMENT and ART/SCIENCE students ,that effective use of mobile technologies is less about tools and students' digital literacy skills including ability to access, manage and evaluate digital resources in respect of mobile learning as well as students' assignments is not significant.

ü It has been found that the difference between students of undergraduate studies and students of postgraduate studies ,that effective use of mobile technologies is less about tools and students' digital literacy skills including ability to access, manage and evaluate digital resources in respect of mobile learning as well as students' assignments is significant.

ü It has been found that the difference among experienced teachers with 0-1 year, 1-3years, 3-6 years, 6-9years and those of 10 or above years of experience that Wide-scale implementation of mobile learning devices (technologies) depends upon clear university policy, device availability, and accessible technical and pedagogical support in respect of students' assignments is significant.

ü It has been found that the difference between teachers and students that investigation on mobile learning practice and their impact on students' academic life is not done accordingly, is significant.

ü It has been found that the difference between female students and male students that use mobile devices with 24/7 wireless internet access empower students to take responsibility for their learning particularly in working assignments, is significant.

ü It has been found that the difference among students with 0-49 marks, 50-59 marks, 60-69 marks, 70-79 marks, and 80-89 marks, 90-100 marks that students feel more successful and demonstrate high level of performance by using mobile learning devices in respect of working assignments, is significant.

ü It has been found that the difference between teachers with B. Ed and/or M. Ed and those without B. Ed and/or M. Ed that mobile teaching and learning applications have power to change the way teachers think about their teaching, is not significant.

ü It has been found that the difference between teachers and students that the students use mobile devices to connect, communicate and collaborate with other students as they create personalized mobile learning experiences is not significant.

Based on the results of this study, the following suggestions are offered to support the effective use of mobile technology in learning:

1. Increased faculty training regarding the capabilities of mobile technology and the potential use in the classroom including applications that are available via smartphone stores and textbook companies.

2. Updates to the university website and learning management system that allow them to be viewed in a mobile format.

3. Resource page on the university website with recommendations for mobile applications that may be applicable to students and faculty.

4. Increased dialogue among students and faculty, faculty and faculty, and faculty and administrators about the learning opportunities available through mobile devices.

5. Formation of a partnership with a mobile network that reduces the cost of a device and/or data plan for students and faculty.

5. Collaboration between the university and either the computer science department or an outside resource that could develop course-specific mobile applications that could be used for general education courses.

This study helped to identify the current issues and contribution of mobile learning in university faculty and students to determine if students and faculty would incorporate the use of mobile devices in the classroom in order to increase quality of education through recent trends in this field.

The study was limiting insomuch as it only investigated students and faculty at one university. Future research may want to include multiple institutions and examine differences based on region, available resources, and faculty technology training. However future research with undergraduates may also be problematic due to the number of students who change majors from freshman to senior year.

Using an upper-class sample may be able to indicate a more accurate relationship between perception and school affiliation. Future researchers may also want to further investigate factors that affect student and faculty attitudes and perceptions.

The study on mobile learning contribution on college student's assignment with faculty support has been conducted with a sample of two hundred individuals. They have been composed by teachers and students of on institution; according to the findings the use of mobile devices in field of education continuously is being implemented. However, the technical and pedagogical support is needed for both teachers and students so as to get important output.

Besides, based on gender, students' majors, students' performance, teachers' qualification... The implementation of mobile device as explained in educational technology, has an observable contribution because that material could be used at anytime and anyplace to handle educational task.

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Study on mobile learning contribution on college students assignment with faculty support

BONAFIDE CERTIFICATE

DECLARATION

DEDICATION (DEDICATE)

ACKNOWLEDGEMENT

INTRODUCTION

CHAPTER. II

2. LITERATURE REVIEW

2.1 INTRODUCTION

CHAPTER. III.

3. RESEARCH METHODOLOGY

3.1. INTRODUCTION

Thoughts on the state of mobile learning

Mobile learning (smartphones) as a support tool in the

4. https://www.youtube.com/watch?v=aXt_de2-HBE

Cell Phones in the Classroom: Learning Tools for the 21st

5. https://www.youtube.com/watch?v=20Y_x6_YEnk

Cell phone advantages and disadvantages

6. https://www.youtube.com/watch?v=H2Ly1FOHIa4

8. https://www.youtube.com/watch?v=NzZumIDjASw

9. https://www.youtube.com/watch?v=1eQ3YhdgQyQ

10. https://www.youtube.com/watch?v=2qNE9xfQlgw