摘要：The purpose of this study was to
investigate the impact and use of mobile learning tools out of school work. The
study determined whether the school assignment prompts has improved student
outcome in a mathematics classroom. The general methodology is a
quantitative-experimental design; one group of students were administered a
higher frequency mobile assignment prompt, a control group was administered a
low frequency mobile assignment prompt and a third assigned homework in a
traditional manner (in-class handouts). The three groups were matched based on
equal aptitude and hence were randomly assigned either in the control or
experimental groups. The findings showed that among the high frequency reminder
group had increase of return rate and math achievement scores compared to the
low frequency and traditional group. We underline the importance of classroom
strategies in the improvement of student learning practices by engaging
teacher and students with appropriate technologies. The strategies suggested in
this study could be implemented in teacher daily school repertoire and could be
generalizable to all schools in Qatar.
关键词：Mobile Devices; School Assignment; Frequent Reminder; Qatar; Mathematics
