Assessing Students’ Perception, Engagement and Metacognitive Skills on Mobile Learning

Mobile learning is a recent method of gaining access to educational content via mobile devices; thus, adopting mobile learning requires well-designed and carefully implemented activities. In this study, an online questionnaire was developed and validated to assess students’ mobile learning perception, engagement, and metacognitive skills. A quantitative study was conducted on 607 high school students. The validity and reliability of the developed instrument were tested using exploratory factor analysis (EFA) and reliability analysis. The items developed for the initial instrument were divided into three constructs: perception, engagement, and metacognitive skills. Findings revealed from EFA using Principal Component analysis that the instrument yields 38 items, with three factors accounting for 57.78% of the total variance. The analysis results confirmed the three components of the instrument: the students’ perception, engagement, and metacognitive skills. The instrument also had Cronbach’s alpha of 0.86-0.94, indicating that the instrument was reliable. Further, Multivariate analysis of variance showed significant differences in age, grade level, mode of learning, and type of users in terms of perception, engagement, and metacognitive skills. A significant relationship was also found between the three constructs. These findings indicate that the developed questionnaire is valid and capable of appropriately assessing students’ perceptions, engagement, and metacognitive skills on mobile learning. It also offers valuable insights that can be utilized as a basis for the design and development of mobile learning.