Evaluate A Developed Mobile Learning Application For Practical Chemistry For Pre-Service Teachers In The College Of Education, Niger State. Association for Innovative Technology Integration in Education

Abstract

This study examines a mobile learning application designed for learning practical chemistry and evaluates its usability based on pre-service teachers' task performance and satisfaction. A mixed-methods approach was used, combining both qualitative and quantitative research methodologies. Metrics from the International Organization for Standardization (ISO) 9241 11 standards were employed, and 50 pre-service teachers evaluated task success rate, errors, efficiency (time spent), and satisfaction (using the SUS scale). The SUS, developed by John Brooke in 1986, is a 10-item questionnaire that captures users' subjective usability assessments, including ease of use, learnability, efficiency, and overall user satisfaction. Findings from the expert evaluation showed that User Experience scored a mean of 2.60 (SD=1.22), suggesting moderate satisfaction with the app's interface and design. Performance was rated higher, with a mean of 3.40 (SD=0.09), reflecting reliable and prompt loading and minimal technical issues. Typography received an average score of 3.20 (SD=1.30), indicating good readability and effective text formatting. According to the ISO 9241-11 standard, Tasks 1, 2, 3, 5, 6, and 9 achieved perfect scores, indicating excellent performance in achieving their objectives. However, Tasks 4, 7, and 8 had lower effectiveness scores, with Task 7 scoring the lowest at 0.68. The application performed efficiently in facilitating quick task completion. The SUS satisfaction scores suggested a good user experience, with scores ranging from 65 to 87.5, highlighting diverse usability experiences among users. The application demonstrated strengths in satisfaction, particularly evidenced by its higher scores.