Aprendizaje móvil y desempeño académico en estudiantes

Mobile learning has become increasingly relevant, as it has positioned itself within educational settings that make use of technology as part of a pedagogy capable of generating changes in teaching processes and students’ academic performance. In this context, its link with students’ academic performance is examined. Objective: to determine the degree to which mobile learning is used, to outline students’ academic performance, and to establish the statistical relationship between these variables and their dimensions. Methodology: a quantitative, non-experimental, cross-sectional, and correlational study was conducted with a sample of 257 participants selected through non-probabilistic convenience sampling. Descriptive statistics, Cronbach’s alpha for internal consistency, and Pearson’s correlation were applied using SPSS version 25. Results: mobile learning was found at a medium level (M = 146.32; SD = 18.71), whereas academic performance reached a high overall level (M = 226.84; SD = 26.15), although its dimensions were located at medium levels. Likewise, a high, positive, and statistically significant correlation was found between the variables (r = 0.835; p < 0.01). It was concluded that perceived ease of use, perceived usefulness, attitude, self-efficacy, autonomy, and intention to use are related to study habits, metacognition, and overall performance. Conclusion: when mobile learning is incorporated into education in a planned manner and under clear pedagogical criteria, it remains a significant option for fostering self-learning, self-regulated learning, and participatory learning. It is recommended to strengthen teacher training and develop institutional strategies that guide the responsible use of mobile technology in education.