شبكة المعلومات العربية التربوية

The purpose of this study was to investigate the use of mobile learning in teaching sciences by female teachers. It examined the differences attributed to a list of variables including: academic degree, experience, specialization, courses, classes taught, attended training courses, associated with the use of m-learning. The study implemented the descriptive survey method and correlational survey method. A questionnaire was distributed among a random sample that included 177 female science teachers. The findings showed that the reality of the use of m-learning (total score) was weak. The findings further indicated that there are no statistically significant differences in the use of m-learning (total score) attributed to the academic degree and specialization, courses, and classes taught. There were statistically significant differences in the reality of the use of m-learning (total score) attributed to experience of teaching and attending training courses in favor of attending training courses. (Published abstract)