Exploring the role of mobile learning applications in enhancing self-directed learning skills of secondary school students: A study of middle-class families in Lucknow

The rapid growth of mobile technology has reshaped education, offering new opportunities for flexible and personalized learning. This study examined the role of mobile learning applications in enhancing Self-Directed Learning (SDL) among secondary school students from middle-class families in Lucknow. A total of 300 students (150 boys and 150 girls) were selected through stratified random sampling, with equal representation from private and government schools. Data were collected using three tools: a researcher-designed survey on mobile app usage, the Self-Directed Learning Readiness Scale (SDLRS) adapted from Fisher, King, and Tague (2001), and a semi-structured interview guide. Quantitative data were analysed using descriptive statistics, t-tests, ANOVA, and correlation through SPSS, while qualitative data were examined thematically. Results indicated that most students used mobile apps regularly, primarily for academic learning and exam preparation. The SDLRS showed moderate to high levels of SDL, with the highest scores in desire for learning and lower scores in self-control. Private school students displayed significantly higher SDL skills compared to government school students, reflecting differences in access and institutional support. Interviews revealed both benefits (motivation, flexibility, accessibility) and challenges (distractions, internet issues, screen fatigue). The study concludes that mobile learning applications have strong potential to promote SDL among adolescents, but effective use requires guidance, digital infrastructure, and balanced integration into school education.