Influence of Collaborative Learning on Teaching Quality in Mobile Learning for Teachers’ Professional Development in Bisha City Secondary Schools

Abstract

This study examined the influence of collaborative learning on teaching quality, with regard to the usage of mobile learning (m-learning) for the professional development (PD) of secondary school teachers in Bisha city, Saudi Arabia. The sample comprised a total of 282 teachers. The research was performed in secondary schools, which were part of the public education system in Bisha, during the academic year 2021/2022. A survey was administered to teachers, in order to determine their perception of how collaborative learning influences the quality of teaching when used in m-learning for PD programmes. The findings indicated that the teachers viewed the use of collaborative learning during m-learning for PD positively. They had positive perceptions about collaborative learning in terms of teaching quality for m-learning PD programmes. The findings of the Pearson correlation indicated that collaborative learning and quality of teaching were positively correlated.