Mobile learning devices and access to internet-based educational resources: a study of a teacher training institution in Uganda

Abstract

In the 21st century, mobile devices have become increasingly vital for enhancing access to online learning, particularly as their adoption remains nascent among Ugandan students. This study examined the relationship between mobile learning device usage and student teachers’ access to internet-based educational resources (IBER) at Kyambogo University’s School of Education, employing a mixed-methods approach with descriptive and correlational designs, purposive sampling of 280 in-service teacher trainees, and both descriptive and inferential statistical analyses. Quantitative findings revealed a weak but statistically significant positive correlation between device use and IBER access while qualitative insights indicated that devices enhanced students’ capability, confidence and speed in accessing resources—making academic programs more pleasant by supplementing lectures, yet fall short of strong perceived academic excellence due to limited proficiency, low satisfaction and institutional barriers like inconvenient labs and restricted use. The study concludes that greater device utilization supports modest IBER gains, recommending that university management bolster pedagogical and technical support through training, clearer guidelines, improved Wi-Fi and lab designs and ICT policy integration of mobile-friendly LMS, cost-free scholarly sites and structured social media use to translate these benefits into deeper proficiency and equity.