Mobile Educational Resources in the Teaching–Learning Process of Inorganic Chemistry Nomenclature

The starting point of the present research work is the lack of interest shown by students of high school in learning inorganic chemical nomenclature, mainly due to the rote learning of the contents. From this scenario, the main objective is to analyze how mobile learning application can help students in the learning of inorganic chemical nomenclature, supporting the idea that mobile educational resources effectively influence students’ learning. The research assumes a qualitative-quantitative approach applying objective tests to the study population composed of 27 students in the experimental group and 24 in the control group. The results of the pretest objective tests compared with those of the posttests show a positive change in the academic performance of the students after the application of a set of didactic strategies that integrate active methodologies with mobile applications. Additionally, students are interviewed to know the level of academic satisfaction achieved after the use of mobile applications for their learning. The research concludes that students are more motivated to learn, they strengthen cooperative learning because they learn socially, they begin to make better use of mobile devices especially at home to improve their autonomous learning, they find a practical sense to the knowledge they acquire in each class, in short they are the essence of the teaching–learning process.