Abstract The study investigated the effect of mobile learning applications on senior secondary school students’ academic achievement in word processing in Bayelsa State, Nigeria. Two research questions guided the study while three null hypotheses were tested at .05 level of significance. Quasi experimental research design was adopted for the study. The population for the study was 1076 Senior Secondary School 11 (SS 11) word processing students from 30 secondary schools. Purposive random sampling technique was used to draw a sample size of 336 SS 11 students. The instrument used for data collection was Word Processing Achievement Test (WPAT) which was developed by the researchers and validated by three research experts. Kuder-Richardson 20 (K-20) formula was used to estimate the reliability of the instrument and a reliability index of .83 was obtained. Mean and standard deviation were used for answering the research questions while Analysis of Covariance was used to test the null hypotheses. The findings of the study revealed that students who were taught word processing by using mobile learning applications recorded increased achievement than their counterparts who were taught with using lecture teaching method. The test of hypotheses also showed that the mean difference in achievement was significant, in favour of the students in the experimental group. Based on the findings, the study recommended among others that mobile learning applications should be made accessible to all students, regardless of their socioeconomic background. This may involve providing devices, internet access, or other resources to those who might not otherwise have access to mobile learning tools.