Abstract

This study examined the relationship between mobile learning applications and students’ performance in Physics among secondary school students in Uyo Local Government Area, Akwa Ibom State. A correlational research design was adopted. The population comprised 570 SS II Physics students in six selected public secondary schools, from which 350 students were sampled through multistage sampling. Data were collected using the Mobile Learning Applications Questionnaire (MLAQ) and Physics Performance Test (PPT), and analysed using mean, standard deviation and Pearson Product Moment Correlation at 0.05 significance level. Findings revealed significant positive relationships between mobile learning applications and Physics performance (r = .554, p < .001), frequency of use (r = .470, p < .001), and interactive features (r = .507, p < .001). The study concluded that mobile learning applications are positively related to students’ Physics performance. It recommended that Physics teachers integrate appropriate mobile applications into instruction and that schools provide digital resources, teacher training and reliable internet connectivity to support effective and equitable mobile learning