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Influence of mobile learning app on secondary school students’ mathematics motivation and engagement in Pakistan

Muhammad Shehryar Rao(1), Komal Niazi(2), Dyana Wijayanti(3), Fahad Alam(4),


(1) Department of Mathematics Education, School of Mathematical Sciences, East China Normal University, China
(2) LIAVH Laboratory for Integrated Archaeological Visualization and Heritage, Pratt Institute, USA
(3) Mathematics Education Department, Universitas Islam Sultan Agung, Indonesia
(4) School of Economics and Management, Tongji University, China
Corresponding Author

Abstract


Mathematics education faces significant challenges, with students frequently experiencing anxiety and poor learning outcomes, particularly in developing countries like Pakistan. Mobile learning apps are promising tools for enhancing student engagement and motivation through interactive, personalized learning experiences. This study examines the influence of mobile learning app usage on the mathematics motivation and engagement of secondary school students in Pakistan and investigates how perceived barriers moderate these relationships. Using convenience sampling, 343 students were selected from 15 secondary schools in Sahiwal district. The study employed Partial Least Squares Structural Equation Modeling (PLS-SEM) to analyze the data. Results indicate that mobile learning app usage significantly influences students’ mathematics motivation (β = 0.557, p < 0.001) and engagement (β = 0.283, p < 0.001), while mathematics motivation also significantly influences engagement (β = 0.525, p < 0.001). The model explained substantial variance (R² = 0.460 for motivation; R² = 0.616 for engagement). Moreover, barriers negatively moderated these relationships (motivation: β = −0.125, p < 0.01; engagement: β = −0.052, p < 0.05). These findings guide policymakers and app developers in developing contexts. By boosting students’ motivation and engagement, mobile learning can reduce mathematics anxiety, build confidence, and support wellbeing and success.

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