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Article Title: Perception, Interest and Accessibility to Mobile Learning Pedagogy among Students with and Without Hearing Impairment: A Comparative Analysis
by Adeniyi, Samuel Olufemi and Olufemi-Adeniyi Olubukola A.

Abstract:
The most significant change in the field of education in the 21st century is the shift to technological engaged instruction. This makes teaching and learning to be easier. The growing trend of technological application in learning among students makes it imperative to examine the acceptability of mobile learning pedagogy. Therefore, this study did a comparative analysis of participants' perception, interest and accessibility to mobile learning. It employed survey research design. Samples of 313 students comprising 80 students with hearing impairment were purposively selected and 233 students without hearing impairment randomly selected from integrated secondary school settings. Three hypotheses were tested at 0.05 level of significant. A self-reported questionnaire tagged Perception, Accessibility and Interest Inventory (PAIMI) with reliability of 0.72 was used to collect data. The data collected was analysed using t-test statistical tool. The results revealed that there was significant difference in the perception of the participants to mobile hearing because t-cal was higher t-cal=1.23 > p = 0.220, also there was significant difference in the interest of the participants in mobile learning with t-cal = 1.57 > p = 0.25, however, there was no significant difference in the accessibility of the participants to mobile learning because t-cal = 0.42 < p = 0.996. Based on these findings, it was recommended that parents should show equal concern to the education of with and without hearing impairment.

Keywords: perception, interest, accessibility, mobile learning, pedagogy

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