Mobile Learning (M-learning) is an emerging teaching-learning instructional tool that uses portable digital devices and has the potentials to strengthen both educational and technological capacity of students. This study examines the effect of M-learning on students’ educational and technological skill development in undergraduate Physics. A quasi-experimental research design with a sample of 150 students was adopted. Data were collected using Technological Skill Development (TSD) Test and Conceptual Understanding of Physics (CUP) Test; and analyzed using descriptive and inferential statistics at 0.05 significance level. Findings showed that students taught using M-learning instruction recorded significantly higher post-test mean scores in both TSD (MS = 36.84, SD = 4.63) and CUP (MS = 35.98, SD = 5.07) compared to those taught using the traditional lecture method (TSD: MS = 31.26, SD = 5.12; CUP: MS = 31.22, SD = 5.56). ANCOVA analysis indicated that M-learning had a statistically significant effect on both students’ TSD [F(1,146) = 33.45, p < 0.05, partial η² = 0.19], and CUP [F(1,146) = 18.57, p <0.05, partial η² = 0.11] between experimental and control groups. Regression analysis further indicated that M-learning significantly predicts both students’ TSD [F(1,148) = 40.33, p < 0.05; R² = 0.21] and CUP [F(1,148) = 22.21, p < 0.05; R² = 0.17], with a moderate positive predictive relationship (TSD: β = 0.46; CUP: β = 0.41, at p < 0.05). It is recommended that school authorities should organize training workshops for science teachers on M-learning usage.