Social Science Asia, Volume 5 Number 1, p: 35-46 35 Official Journal of National Research Council of Thailand in conjunction with ABAC Journal STUDENTS’ PERCEPTION OF TECHNOLOGY FACTORS AND ITS IMPACT ON BYOD-BASED LEARNING IN PRIVATE SECONDARY SCHOOLS IN DUBAI, UAE Manoj Mechankara Varghese 1 , Poonsri Vate-U-Lan 2 , and Varughese K. John 3 Abstract This study aimed to investigate students’ perception of technology factors and the impact of this perception on BYOD (Bring Your Own Device) based learning of ninth grade students. The target sample size of this study involved 1,800 ninth grade students from eight private secondary schools in Dubai, UAE, where 900 students belong to the schools were BYOD has been implemented, and 900 students belong to schools were BYOD has not been implemented. The scores of Science categorised by gender were collected as quantitative data for descriptive statistical and comparative analysis. The two major findings of this study were that students’ perception of technology factors had a higher impact on students' achievements in the schools using BYOD for learning science than the schools not using BYOD, and that differences in achievement in relation to gender were higher in the BYOD schools. These research findings can be added to the BYOD body of knowledge, which can in turn help schools to implement BYOD programs effectively. Key-words: BYOD, Digital Content, eLearning, Technology Integration, Technology Usage, Virtual Learning Environments INTRODUCTION Bring Your Own Device (BYOD) is a concept which has been gaining popularity with a fast pace in many modern high schools and higher secondary schools at a global level. The term of BYOD-based learning refers to the use of tablets, laptops, smartphones or any other similar devices, in classrooms for academic purposes, by the students. The main idea of introducing BYOD to schools is to enrich the teaching and learning experience and thereby to improve student achievements by encouraging the younger generation through a higher exposure, for life-long skills in using the digital devices in this era of digital revolution. Adequate teacher training, a proper framework and availability of relevant pedagogy based on digital content may lead such programs to success. Letting students bring their mobile technological devices to schools has given them more learning power and ease of learning. Giving more freedom to students regarding the way they like to learn is the best approach, teachers and instructors can focus more on managing the learning process rather than seeking for the source of information. 1 Manoj Mechankara Varghese is a Ph.D. graduate in eLearning Methodology from Assumption University. Currently Manoj Mechankara Varghese is working as Senior Director of Connecta Education, London, United Kingdom. 2 Dr. Poonsri Vate-U-Lan is working as an Assistant Program Director of Ph.D. in eLearning Methodology Program, Graduate School of eLearning at Assumption University of Thailand. She obtains Doctor of Education in Internet-based survey design in 2007, from School of Global Studies, Social Science & Planning, the Royal Melbourne Institute of Technology University, Victoria, Australia. 3 Dr.Varughese K. John is a full-time faculty member at the Graduate School of eLearning, Assumption University, Thailand. He has 28 years teaching and research experience in higher education - Associate Professor (from 2010), Higher education administrative experience as Principal of a college (3 and a half years) and Industrial experience in the middle-east (5 years).