Speaker
Description
Emmanuel, L.
FCT College of Education Zuba Abuja, Nigeria
mbalaah@gmail.com
Track: Digital Pedagogy and Teaching Innovation
The persistent shortage of functional laboratory facilities, inadequate equipment, and limited funding continue to hinder effective physics laboratory instruction in many Nigerian higher education institutions. These challenges have been further exacerbated by the digital divide, particularly in rural and underserved regions. This study investigates the potential of mobile technologies as innovative and cost-effective tools for enhancing physics laboratory instruction in resource-limited settings in Nigeria. Drawing on the Technology Acceptance Model (TAM) and constructivist learning theory, the study explores the integration of smartphone-based applications, sensor technologies, virtual laboratories, and mobile data collection tools into undergraduate physics practical activities. A mixed-methods research design is proposed, involving physics lecturers and undergraduate students from selected Nigerian universities and colleges of education. Data will be collected through questionnaires, classroom observations, achievement tests, and semi-structured interviews to evaluate the effectiveness, usability, and acceptance of mobile technologies in laboratory learning. The study seeks to determine the impact of mobile-assisted laboratory instruction on students' conceptual understanding, practical skills acquisition, engagement, and academic achievement in physics. Expected findings suggest that mobile technologies can significantly improve access to laboratory experiences, reduce dependence on expensive conventional equipment, and foster interactive, student-centered learning. The paper concludes by proposing strategic recommendations for policymakers, institutions, and educators aimed at promoting equitable access to quality physics education through mobile technology integration. The findings contribute to ongoing discussions on bridging the digital divide and reimagining the future of higher education ecosystems in Africa.