INTEGRATING MOBILE LEARNING TO ENHANCE STUDENT ICT DIGITAL SKILL IN RURAL HIGH SCHOOLS IN ETHIOPIA: (CASE OF GOLOLCHA WOREDA SECONDARY SCHOOLS

Abstract

There is growing recognition of the benefits of using ICT to enhance instruction and learning. Information technologies have advanced tremendously in the modern era, increasing interest in using technology to suit human needs. In the past, the use of technical devices was confined to a certain region or environment; however, in more recent times, these locations and environments have acquired their own specialties, and mobile phone usage has increased significantly, even in rural areas of the nation. A single device in the palm of one's hand may now access an ever-expanding range of information thanks to mobile technology. Cell phones, smartphones, palmtops, and handheld computers are common examples of devices used for mobile learning; tablet PCs, laptops, and personal media players can also be included in this category. The term "mobile learning" (M-Learning) describes the use of wireless or mobile devices for learning while on the go or wherever you go. to close the current technological divide in education, particularly in poor nations like Ethiopia. Problems with inadequate ICT infrastructure in Ethiopian rural high schools include a shortage of computers, computer labs, internet connectivity, and electricity. Both the study's selected secondary schools and Ethiopian rural secondary schools in general had these problems. Therefore, the primary goals of the study were to improve the educational process and create a model for incorporating M-learning to increase students' ICT digital skills in rural secondary schools. The Gololcha woreda secondary school served as the study location, and a descriptive analytic approach was chosen as the research strategy. Specifically: Temamo, Dinsa, and Gololcha Secondary School, situated in the Oromia region's east Bale zone. There were 515 people in the study's overall population, and there were 216 responses, or 216 pupils chosen by simple random sampling and 24 interview subjects chosen by deliberate sampling. Here, 32 questionnaire questions for 216 students, interview questions for 6 interviewees, and four observation criteria were used to gather data from the respondents. Descriptive analysis and the SPSS 27 software package were then used as the data analysis mechanism. The majority of results obtained from the three instruments indicate that rural secondary schools lacked ICT digital skills. In this instance, the dependent variable was actual use of mobile learning, behavioral intention to use is intermediate variable and the independent factors were perceived usefulness, perceived ease of use and facilitating conditions. Individuals' intentions to use new technology have been influenced by the five factors stated. The main conclusions were that there was a lack of focus on enhancing ICT digital skills in rural secondary schools, as well as a deficiency in the way ICT resources were positioned and students' skill development was lacking.