the effect of mobile learning applications on students' high-level cognitive skills

Background: mobile devices, specifically smartphones and tablets, are aimed to change learning and teaching methods innovatively. the purpose of this study was to investigate the effect of mobile learning applications on high-level cognitive skills. methods: this quasi-experimental study with a pretest-posttest design and a control group was performed among all female students of the 10th grade of math-physics branch of district 10 of tehran (n=30) during 2016 - 2017. theparticipantswereselected using the convenience sampling method and randomly assigned into experimental and control groups. the research tools were heppner- peterson problem solving inventory (1982) and cassidy-long problem solving style inventory (1996). learning content (statistical lesson) were presented via a mobile application named “geogebra” during eight 1-hour sessions, while the control group participated in a lecture-based classroom. before starting the course, a pre-test was performed in both groups, and after passing eight 1-hour sessions, a post-test was carried out in both groups. the data were analyzed using analysis of covariance in spss version 20. results: the results showed a significant difference between the groups in terms of problem solving abilities (f = 29.77, p < 0.001) and problem solving style (f = 25.72, p < 0.001), in favor of the experimental group, reflected the positive effect of the intervention on the experimental group. conclusions: considering that mobile learning applications have a positive effect on students’ high-level cognitive skills, teachers are recommended to use this method in their classrooms.