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This paper describes a research study which was conducted to determine the effect of traditional classroom teaching augmented by mobile learning on student performance. The study was undertaken in an effort to address the extremely low pass rates of mathematics in the Caribbean. Two groups of students were investigated: a control group which received only classroom teaching and an experimental group which received classroom teaching augmented by a mobile learning application. Contrary to popular opinion, both groups performed roughly the same in a post-test. However, the research also uncovered some interesting relationships between student performance and their usage of the mobile learning application. These findings are also presented.