Effect of Mobile Learning on Students’ Self-Regulated Learning Behaviours in a University of Technology in Kano State, North West Nigeria

This study examines the effect of mobile learning on self-regulated learning behaviours among students at a university of technology in Kano State, North West Nigeria. Self-regulated learning, which encompasses goal setting, monitoring, and strategy adjustment, is a critical competency for success in higher education, and mobile learning environments may either support or undermine these behaviours depending on how they are structured. A quasi-experimental mixed-methods design was employed. Three hundred and fifty students were assigned to mobile learning and conventional learning conditions in an engineering fundamentals course. Self-regulated learning behaviours were measured using the validated Motivated Strategies for Learning Questionnaire at pre-test and post-test. Qualitative interview data were collected from 25 students to illuminate patterns observed quantitatively. Analysis of covariance reveals that the mobile learning group demonstrated significantly higher post-test self-regulation scores, particularly in the metacognitive monitoring and help-seeking sub-scales. Qualitative data suggest that access to on-demand learning materials and peer communication features were the primary self-regulation enablers. Students in the mobile group who set personal study schedules achieved the highest gains. The study recommends integration of structured self-regulation scaffolding features such as goal-setting prompts and progress dashboards into university mobile learning applications in Kano State. Keywords: mobile learning, self-regulated learning, university of technology, Kano State, higher education