A COMPARATIVE STUDY OF MOBILE TECHNOLOGY INSTRUCTIONAL APPLICATIONS ( MTIA ) FOR DISTANT LEARNERS

This study takes a deep dive into a comparative investigation of Mobile Technology Instructional Applications (MTIA) for distant learners. The central focus is to examine how mobile phone self- efficacy—defined as an individual’s confidence and judgment in using mobile devices for specific tasks—can influence or possibly mitigate computer anxiety, a key barrier in delivering online instruction to distance learners. Given the increasing shift toward digital and remote education, the study aims to assess whether leveraging mobile technology can improve learners' attitudes, participation, and academic outcomes in online courses. A mixed-method approach was employed, combining both quantitative and qualitative analyses to gain comprehensive insights. The study utilized an experimental design involving pre-tests and post-tests with randomized control and experimental groups. The independent variables were Mobile Technology Instructional Application (MTIA) and Conventional Printed Courseware (CPC), while the dependent variables included achievement scores, retention scores, and attitude scores. Gender was treated as a moderating variable to explore possible differential impacts. Findings revealed that students in the sixth semester of the Computer Informatics course showed higher response and engagement levels compared to students in the Gerontology Computer course. However, the overall response rate across both groups was less than 50% of the total enrolled students. Additionally, it was observed that a significant number of students lacked prior experience using online systems and had not undergone any form of formal computer training—except for those who had previously taken an ICT Distance Learning course. In conclusion, the study emphasizes the growing relevance of mobile phone self-efficacy in reducing digital anxiety and enhancing academic performance among distance learners. It recommends that the impact of remote education be further VIII investigated in diverse educational contexts and across various subject areas to build more inclusive and adaptive learning style.