An exploration of primary school students’ perceived learning practices and associated self-efficacies regarding mobile-assisted seamless science learning

Xiao Fan Lin, Dandan Tang, Xuanjun Lin, Zhong Mei Liang, Chin Chung Tsai

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

This study aimed to explore the relationships between students’ perceived learning practices and associated self-efficacies regarding mobile-assisted seamless science learning. The learning practices for mobile-assisted seamless science learning questionnaire was developed with three scales that denote learning supported by mobile technology. These scales included authentic learning, self-directed learning, and collaborative learning with information and communication technology. Associated self-efficacies promoted by mobile-assisted seamless science learning could include authentic problem-solving, creative thinking and academic self-efficacy. A sample of 312 primary school students from China responded to the mobile-assisted seamless science learning questionnaire. Confirmatory factor analyses indicated that the mobile-assisted seamless science learning questionnaire had high reliability and validity. The path analysis results analysed via a structural equation modelling technique implied that primary school students’ perceived self-directed learning and authentic learning were important as positive predictors for authentic problem-solving efficacy, which may function as a partial mediation variable in the effect of students’ perceptions of learning practices on the academic self-efficacy of mobile-assisted seamless science learning. The findings highlighted that learning practices (i.e. authentic learning and self-directed learning) and authentic problem-solving efficacy are both indispensable and mutually reinforcing. This can provide some insights for promoting mobile learning in science learning in the future.

Original languageEnglish
Pages (from-to)2675-2695
Number of pages21
JournalInternational Journal of Science Education
Volume41
Issue number18
DOIs
Publication statusPublished - 2019 Dec 12

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Keywords

  • Science learning
  • mobile learning
  • primary school
  • self-efficacy

ASJC Scopus subject areas

  • Education

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