INVESTIGATION OF THE USE OF MOBILE LEARNING APPLICATION OF TECHNICAL SCHOOL STUDENT IN MAKURDI LOCAL GOVERNMENT AREA BENUE STATE

This study investigates the impact of content delivery mobile learning applications (CDMLAs) on the academic performance of technical school students in Makurdi, Benue State, Nigeria. While mobile learning technologies have been widely adopted in developed countries to enhance learning outcomes, their implementation in Nigeria is hindered by infrastructural deficiencies, high data costs, limited access to digital devices, and low digital literacy levels. This research specifically focuses on how CDMLAs—such as uLesson and Roducate—affect students’ academic performance, adoption and usage levels, navigation abilities, and access to quality digital learning resources aligned with technical and vocational education. The study is anchored in three theoretical frameworks: Constructivist Learning Theory, which emphasizes interactive learning; the Technology Acceptance Model (TAM), which addresses perceived usefulness and ease of use; and the Cognitive Load Theory (CLT), which underlines the importance of structured content for effective learning. Using a descriptive survey design, data were gathered from 260 students across three technical colleges in Makurdi through a validated questionnaire (Cronbach Alpha = 0.96) and analyzed using mean, standard deviation, and chi-square statistics. Findings reveal that CDMLAs significantly improve students' academic performance, comprehension of technical subjects, and access to relevant educational resources. However, adoption remains inconsistent due to infrastructural barriers, limited institutional support, and varying levels of digital literacy. The study recommends improving digital infrastructure, integrating mobile learning into the curriculum, providing training to enhance students' digital competencies, and offering financial support to increase accessibility. Limitations include the study’s geographic scope and reliance on self-reported data. Suggestions for further research include longitudinal studies, broader regional coverage, and investigations into policy and administrative roles in mobile learning adoption. The study contributes valuable insights toward harnessing mobile technology to enhance technical education in developing contexts.