The Impact of the Madrasati Platform Experience on Acquiring Mathematical Concepts and Improving Learning Motivation from the Point of View of Mathematics Teachers
-
Mansour Saleh Alabdulaziz
and
Ali Abdullah Alhammadi
Abstract
The objective of this research is to examine the impact of the Madrasati platform experience on acquiring mathematical concepts, and improving learning motivation from the point of view of mathematics teachers. To achieve the objective of the research, the researchers relied on the descriptive approach in its survey style. The sample of the study consisted of 613 mathematics teachers in the Kingdom of Saudi Arabia, and the study tool (questionnaire) was distributed to them. These data were processed through the use of quantitative methods and measures, such as the statistical packages program SPSS. The main results were as follows. First, there was a moderate level of agreement among participants regarding the impact of the experience of using the Madrasati platform. Second, there was a much stronger level of agreement regarding the degree to which using the Madrasati platform enabled students to acquire mathematical concepts. Third, there was almost universal agreement among participants that using the platform enhanced students’ motivation to learn. Fourthly, the participants perceived there to be an extremely strong relationship between enhanced motivation to learn and the acquisition of mathematical concepts. The researchers recommend that students and mathematics teachers should continue to use the Madrasati platform in the everyday school environment.
1 Introduction
Today, our world is witnessing an accelerating scientific and technological revolution that has imposed itself in various fields of life, and the rapid and broad development brought about by the revolution of information and communications technology and global networks via the Internet has contributed to the production and development of modern technical devices and the accompanying applications that have become an urgent matter that shall keep pace with technological development and its future aspirations, especially in the education sector, and in light of the changes that have occurred in the world, educators are keen to use the latest technologies and search for new ways to develop the educational system.
In particular, these data have led to the emergence of e-learning platforms, which are considered one of the most important methods of e-learning, as the learning and teaching environment was transformed from a single source to a binary based on interaction, in addition to the transformation from a resource-poor environment to a resource-rich environment, and from static environment to mobile environment (Ouadoud, Chkouri, Nejjari, & Elkadiri, 2016).
E-learning is one of the recent trends in learning. Because of the many advantages that help achieve the objectives of the educational process and raise it to the highest levels, many educational institutions in the Kingdom of Saudi Arabia have sought to apply it to improve the educational process in all its aspects (Al-Abbasi, 2017).
One of these electronic educational platforms called Madrasati, essentially a social learning network, the Madrasati platform can be more accurately defined as an electronic platform utilized by teachers to deliver virtual classes and programmes in the Kingdom of Saudi Arabia (Al-Hamoud, 2021).
It ensures that the process of education continues, as it offers discussion forums, electronic questionnaires, electronic assignments, and tests, along with various other pedagogical resources, including a suite of educational tools which via virtual classes and meetings enable the process of education to be planned and implemented effectively (Al Mohi, 2020).
Among the myriad benefits offered by the platform are a mathematics club, as well as educational resources that enable everyone to learn English. Alongside this are other stimulating learning resources for students, teachers, and parents, including free tuition, programming, and the opportunity for students to learn about traffic safety. To identify the discipline level and monitor learning progress, the platform also offers electronic questionnaires through which to assess performance, analyse results, and produce statistical reports (Gharman, 2020).
Numerous educational studies have sought to assess electronic educational platforms and whether they have a positive effect on students’ education. For instance, Jadallah (2020) evaluated the effectiveness of employing the thinking maps strategy via the Edmodo network in promoting an understanding of mathematical associations among middle-school students, while Al-Naabiyya (2020) utilised the Easy Class platform to enhance the level of mathematical achievement among second-grade students undertaking primary education.
The Kingdom of Saudi Arabia s Vision 2030 also focused on the role of information technology and its use in the educational process, and diversification of social media channels and tools, to create an educated generation capable of building its personality, independence, and a spirit of perseverance and leadership in the future, through teacher training and integrating technology into various educational curricula, and activating the role of the family to participate in the education process (Vision document (2030) for the Kingdom of Saudi Arabia, 2016).
Mathematics is one of the important sciences in the educational process, which is indispensable in all areas of our daily life and other natural sciences because of the laws, rules, and theories contained therein. Mathematical concepts are one of the basic building blocks that develop students’ ability to solve mathematical problems and different life situations from the objectives of teaching and learning mathematics. Al-Jakhleb (2019) pointed out that the skill of mathematical concepts is a set of things or situations that share certain qualities and characteristics and are given a specific name or symbol.
Judeh (2007) asserts that mathematics’ most salient feature is that rather than comprising distinct habitual operations or skills, it is composed of tight, interrelated structures that ultimately form an integral whole, the fundamental building blocks of which rely strongly on concepts when they are formed and acquired.
This was confirmed by studies on the importance of acquiring mathematical concepts, such as Al-Ta’i and Al-Jamili (2014), who examined the impact of using Gerlach Wiley’s model on the acquisition and retention of mathematical concepts among middle school students, and Hassan (2019), who assessed the impact of using Driver’s model on the degree to which fifth-grade primary students from government schools in the Nablus Governorate acquired and were motivated to learn mathematical concepts.
The researchers believe that the use of modern and advanced technologies in teaching led to the introduction of fundamental changes in teaching patterns and to overcome the obstacles that hinder them away from the usual and boring patterns of indoctrination, which increases the motivation of the learner with a passion for learning mathematics in an interesting way and breaking the traditional routine, and this is a motive for creativity and innovation. Qatami (2018) indicated that what is meant by motivation is a force that helps the continuation of the behavioural pattern until the responses are achieved or hindered.
Hence, e-learning and its advantages in teaching mathematics, which would support the educational process and enable the student to achieve objectives, learn mathematical concepts, laws, and facts, and absorb them in an interesting and fun way, play an important role in increasing the learner’s motivation toward learning.
Several studies and research have confirmed the importance of motivation toward learning, such as the study by Aonzo and lnjdse (2015), which aimed to identify students’ motivation and attention toward mathematics and their performance in it. The study by Al Mazroueiah (2018) aimed at the effect of using Mathcad program in acquiring the concepts of algebraic functions among tenth-grade students and their motivation toward learning mathematics.
Accordingly, the current research is in line with the Saudi schools’ experience of distance education, which was imposed by the emerging Corona pandemic (COVID-19), and so this study aims to identify the impact of the experience of the Madrasati platform on acquiring mathematical concepts and improving learning motivation from the point of view of teacher’s mathematics and this is what prompted us to choose the subject.
1.1 Research Problem
Several studies have indicated a low level of academic achievement in mathematics at different school levels (Al-Hubaishi, 2020; Ibrahim, 2016). Some studies emphasized the importance of employing educational platforms (Al-Zahrani, 2018; Shalaby, 2017).
The researchers noticed a noticeable decline in the level of students’ performance. This is due to the lack of mathematics teachers to use modern technologies, relying on the principle of the usual explanation, which leads to difficulty in learning mathematics as it is an unpopular subject for students, and they shall pass without understanding to solve mathematical issues “equations” and concepts, which led to the loss of students’ motivation toward learning and in turn led to the need to take advantage of advanced and modern technologies – Madrasati platform – to acquire mathematical concepts and improve motivation toward learning mathematics.
In view of the foregoing, the research problem was identified in the following main question:
What is the impact of the Madrasati platform experience on acquiring mathematical concepts and improving the motivation to learn mathematics from the point of view of teachers?
From the Main Question, the following sub-questions emerge:
What is the impact of the Madrasati platform experience on acquiring mathematical concepts from the point of view of teachers?
What is the impact of the Madrasati platform experience in improving the motivation to learn mathematics from the point of view of teachers?
What is the correlation between the acquisition of mathematical concepts and improving the motivation to learn mathematics from the point of view of teachers?
1.2 Research Objectives
The current research aims to:
Recognizing the impact of the Madrasati platform experience on the acquisition of mathematical concepts from the point of view of teachers.
Identifying the impact of the Madrasati platform experience in improving the motivation to learn mathematics from the point of view of teachers.
Determining the correlation between the acquisitions of mathematical concepts and improving the motivation to learn mathematics from the point of view of teachers.
1.3 Research Limits
1.3.1 Objective Limits
This research was applied to certain topic (the role of Madrasati platform experience on acquiring mathematical concepts and improving the motivation of learning from the point of view of mathematics teachers).
1.3.2 Spatial Limits
This study is limited to male and female mathematics teachers.
1.3.3 Time Limits
The study was conducted in the secondterm of the academic year 2023–2024 AD (starting date 3.12.2023).
1.4 Research Terms
1.4.1 Madrasati Platform
The Ministry of Education in the Kingdom of Saudi Arabia launched the Madrasati platform as a possible substitute for the traditional face-to-face educational environment of the school, one that provides multiple distance educational services, stimulating electronic digital content, and an array of interactive educational activities, all of which serve to ensure an uninterrupted and safe educational environment for students during the COVID-19 pandemic (Al-Senussi & Al-Ghamdi, 2021).
The Madrasati platform is defined in procedural terms by researchers as an optimal environment for learning that is created electronically. It supports both teacher and students by providing a context for continuous and uninterrupted distance education.
1.4.1.1 Acquisition of Mathematical Concepts
Abu Hilal (2012) defined it as a generalized mathematical thought that arises as a result of the abstraction of an adjective or more, and expresses it verbally or symbolically, so that the learner can represent the concept in more than one way according to his understanding of the thought.
The researchers define it procedurally as an abstract mental image of a mathematical idea, and the basic rule refers to common features and characteristics that are comprehensible, the student exercises in it thinking processes to understand the relationship between words and symbols in a practical way to consolidate the concept in more than one way.
1.4.1.2 Motivation
This was defined by Alawneh (2004) as a combination of internal and external factors that meet the needs of individuals and re-establishes balance when it is disrupted.
The researchers define it procedurally as an internal force that works to direct and alert the external force that motivates the individual to struggle and provides persistence to overcome difficulties and strive to achieve the desired objective.
2 Theoretical Framework
2.1 Madrasati Platform
Today, the world is witnessing a new unprecedented technological revolution in the field of education capable of connecting to the Internet via tablets and smartphones. Learning through educational platforms is one of the most important modern methods of education that seeks to create a flexible learning environment that meets the needs of students to ensure the continuation of their distance education in all circumstances.
Researchers and theorists have been articulating distance learning theories by using the digital platforms for mathematics learning. For example, at the beginning, Holmberg (1985) argues that early distance learning modes were more dependent on matters that border on teaching rather than learning. Progressively, the popularity and ease of distance learning have been greatly enhanced through integrating technologies into the educational process.
Recent theories have focused more on changes that influence the learning of the students and the roles of the teachers. Tebeaux (1995) reviewed four such theories, the first of which is set out in Keegan (1996). This theory focused on how to make students more independent by using technology and aiming to release teachers and students from the need to be in the same physical space for the educational process to be conveyed. In this sense, students are free to choose their learning formats and combine media and other methods for subjects to be taught in the best possible way. Employing media allows students to adapt materials to their individual learning needs and allow truthful evaluation of the students’ achievements.
The second reviewed theory by Peters (2002) is similar to that of Tebeaux (1995). It examines the effect of technological changes on distance learning. This theory posits that technology will redefine the roles of learners and teachers to make learning more autonomous and independent. The teacher’s role will become more like a facilitator or guide that supports students.
The third reviewed theory of distance learning by Holmberg (1985) expands on the theory of Peters (2002) in the changing roles of teachers and students, emphasising that the change of roles will promote and motivate interested students. They will interact more with content and have more desire to access information.
Finally, the fourth theory reviewed by Tebeaux (1995) was presented by Perraton (2000), which acts as a combination of the ideas of Holmberg (1985) and Keegan (1996). This theory emphasises that for distance learning to be effective, multimedia programmes, regular activities, feedback, and a carefully organised system of teaching are necessary.
These theories focus on student autonomy, technological impact, and the changes that accrue in the roles of the teacher. It is very important to note that these theories can aid mathematics teachers to conceptualise courses, especially when they are planning for educational objectives. In addition, if the goal of every educational programme and teacher is to ensure and encourage student learning, interactivity with the content, and with each other as students, then distance learning theories should also take into account that their capacity to assist mathematics teachers in course design and developing interactive activities is also essential. In addition, it is important to note that most of the learning process is underpinned by the principles of constructivism learning theory. It is significant that the theory of constructivism is well suited to distance learning due to its delivery process emphasising learner centredness. Research has shown that constructivism learning theory focused on knowledge construction is based on students’ previous experience and can be drawn on to understand how learning occurs among students (Hung & Nichani, 2001; Koohang & Harman, 2005).
2.1.1 Definition of Madrasati Platform
It is defined by Muqbil (2021) as an e-learning management system that helps to ensure that the educational goals of curricula and courses are achieved and encompasses numerous electronic resources that facilitate the process of teaching and learning. In addition, to align with digital requirements both now and in the future, it enables all students to acquire the knowledge, values, and skills that they need.
Mahmoud (2020) defines it as a simulation of educational reality, as this platform offers what is being done on the ground in the school for students, through the daily morning program for male and female students, starting with logging in to the platform, performing the national anthem, aerobic exercises, followed by a review of the school schedule and entering the classroom with the teacher, where it starts to record attendance and absence.
2.1.2 About the Establishment of the Madrasati Platform
It is a platform that was launched in the second half of the Hijri year 1441 AH due to the conditions that the country is going through due to the repercussions of the spread of the Corona virus “COVID 19,” where the platform of the unified education system has been replaced by the platform of Madrasati Saudi, after it met with great success due to the ability of all students in different academic levels to complete the curriculum and after the platform performed all possible services that qualified the student to reach the teacher, receive information, and complete the curricula despite the circumstances the country was going through (Shawil, 2020).
2.1.3 Objectives of the Madrasati Platform Initiative
Noor Al-Huda (2023) asserts that to meet the needs of both students and teachers whilst simultaneously preserving their health, the Madrasati platform must achieve the following objectives:
Ensuring the safety of students and teachers by limiting opportunities for interaction with people in schools and outside, thereby controlling the spread of COVID-19.
Offering an environment that enables students and teachers to connect and interact with each other via electronic devices.
Providing students and teachers with a means of engaging with each other while undertaking virtual classes.
Facilitating distance study, the completion of assignments and pursuing the curriculum.
Using distance tests to assess students.
Allowing parents to monitor their children’s progress, view their results on a dedicated account, and contact with teachers should any problems arise.
2.1.4 The Most Prominent Features of Madrasati Platform
Madrasati educational platform in the Kingdom of Saudi Arabia has many advantages that are unique from other educational platforms, which Adel (2020) mentioned:
It provides a simulation of school life, for example: it provides a simulation of the performance of the national anthem as well as morning exercises.
It provides many educational tools for teachers within the framework of organizing the educational process within the classroom.
It provides the possibility for parents to follow-up on their children and see their academic levels in addition to knowing their results in exams.
It provides the possibility of discussion among students or with teachers as if they were inside real classes.
Randa (2022) also referred to the advantages of Madrasati platform, which are as follows:
Madrasati platform provides a full explanation of all lessons and provides students with interaction and communication, and the method of applying on the platform is very easy and does not require any time or effort.
All students can prepare for the new school year from now by registering to start education through Madrasati platform.
The site is one of the most important sites in Saudi Arabia, as it is a certified official website for education, communication, and electronic delivery of duties and interactions.
Madrasati platform is for the Saudi Ministry of Education, and it provides unique and accessible content for students.
On the Madrasati platform, there are assignments and tests for students, where there is an opportunity to take the exam online to ensure students understand the explanation.
Madrasati Saudi for distance education platform contains many different channels to communicate with parents.
The researchers believe that the use of modern technologies in teaching plays a pivotal role in supporting the scientific movement and facilitating the education process, including facilitating and implementing student tasks such as explanations, assignments, and tests, simplifying the reception of information, and developing learners’ skills, which contributed to enhancing the self-confidence of the learner to improve better understanding (see appendixes 1 and 2 for more information).
2.1.5 Services of Madrasati Platform
Ziad (2021) stated that the Ministry of Education indicated that there are six new services that teachers and students can use as follows:
Class schedule improvements.
Madrasati educational Quran.
Service for the inclusion of educational objectives.
Enrichment Bank service to upload enrichment materials on the educational platform.
Advertising service and dissemination at school and classroom levels.
Content arbitration service with the knowledge of the educational supervisor.
2.1.6 The Obstacles of Using the Madrasati Platform
Despite the advantages and characteristics of Madrasati platform, there are numbers of negatives and obstacles when using the platform, and the most prominent of them are as follows: weak Internet in some areas, the expected financial burdens for buying computers for each student, and daily follow-up of children through one of the parents to compensate for educational loss or through contracting with private teachers, in addition to the possibility of students entering their lessons directly due to pressure on the Madrasati platform for nearly three million students, while the last problem arises in the willingness of most students to transfer their files to public education (Al-Saleh, 2020).
Al-Shahrani (2020) highlights the following obstacles that need to be considered when using the Madrasati platform:
Difficulties in determining whether students have acquired the necessary skills.
Insufficient feedback given to students.
Students becoming bored during the follow-up process.
Students not having access to a direct educational environment and contact with their peers.
As mentioned earlier, the obstacles of Madrasati platform can be identified in the following points:
Sitting in front of electronic devices such as computers and smart devices for long periods of time leads to boredom, distraction, and social isolation.
The lack of pre-qualification for teachers and parents in technology makes it difficult to deal with educational platforms.
The lack of smart and computer learning devices for each son alone constitutes a burden on families with limited income, as they are unable to own more than one device.
Technical problems facing students and teachers, such as the frequent interruption of the Internet due to pressure on the network, hinders the completion of the distance education process.
Parents’ preoccupation with work makes it difficult to follow up on children, especially for primary school students.
2.2 Acquisition of Mathematical Concepts
The researchers differed and their opinions varied, as there is no unified agreement on the definition of the acquisition of mathematical concepts:
This is defined by Badawi (2012) as the mental representations that individuals create when generalising attributes and features derived from entities similar to those to which they are exposed later.
Abul-Ela (2013) defined it as giving a symbol or an expression or both to a group of basic attributes or characteristics common to a group of situations or things.
2.2.1 Importance of Acquiring Mathematical Concepts
The acquisition of mathematical concepts is of great importance as it is one of the components of mathematical knowledge that helps to understand the nature and development of mathematics and to provide the teacher and learner with scientific experiences that can enrich the cognitive structure of students by stimulating the process of mental growth (Al-Biyari, 2012).
Hamdan (2010) mentions the importance of learning to acquire mathematical concepts due to the following:
Concepts help to compile, classify, and reduce the complexity of facts.
The learner who practices the learning process acquires some concepts, and this leads to the development of his mental skills such as organizing, linking, distinguishing, and identifying common characteristics and abstraction.
Learning concepts helps to interpret and apply, and this in turn helps to explain situations and events that the individual is exposed to, whether they are new or unfamiliar to him, and this means that learning concepts helps to transfer the impact of learning.
Concepts help to guide, predict, and plan an activity, when the learner has an awareness of the special conditions for making an arithmetic problem, for example, that makes him able to predict what will end up in this issue.
Reducing the need for continuous learning, as when the individual learns the concept, he applies it every time without the need for new learning.
Facilitating communication, by simplifying reality in the form of general concepts agreed upon by all.
Enriching the cognitive structure of the individual, as the concepts facilitate the process of integrating the general comprehensive formations and the hypothetical connections between them in the cognitive structure of the individual, these formations, in turn, help to acquire new etymological meanings and retain them as part of the cognitive structure of the individual.
By solving problems by using, linking, and reorganizing concepts during the development and testing of hypotheses, it is possible to reach meaningful solutions to the problems faced by the individual.
From the aforementioned list, the importance of learning to acquire mathematical concepts when building any cognitive unit is shown as the basic foundation for learning mathematics by understanding and assisting the learner in realizing new knowledge according to experiences and developing his ability to analyse, classify, distinguish, solve problems, and link them in a hierarchical manner, which makes them able to absorb the study material and consolidate information and keep it for a longer period of time, as its importance is not limited to learning and teaching mathematics, but includes all academic courses.
2.2.2 Teaching Strategies for Acquisition of Mathematical Concepts
Some common and diverse strategies in teaching the acquisition of mathematical concepts as mentioned by Al-Huwaidi (2006), including:
Affiliation strategy examples: Where the student realizes the concept through its positive examples.
Affiliation and non-affiliation strategy examples: Where the student can realize the concept if pairs of affiliation and non-affiliation examples are presented.
Definition strategy and examples of affiliation and non-affiliation in order: Where the teacher gives the definition of the concept first, then gives examples to clarify the definition, and then gives no examples to remove misunderstanding and distinguish between the example that belongs to the concept and the example that does not belong to the concept.
The strategy of examples of affiliation and non-belonging and then definition in order: Where the teacher gives examples that belong to the concept, then examples that do not belong to the concept, and then he interprets the concept.
The strategy of defining affiliation examples: Where the teacher defines the concept and then gives examples that apply to the characteristics of the concept.
Affiliation and definition examples strategy: Where the teacher gives examples related to the concept and then defines the concept.
In view of the foregoing, the researchers believe that the multiplicity of use of modern and diverse strategies in teaching in general and mathematics in particular, and not confining it to a strategy only, enhances the learner’s ability to comprehend mathematical concepts and acquire them in a deeper way.
2.2.3 Classifications for Acquisition of Mathematical Concepts
According to Hamza and Al-Balawneh (2011), there are three classifications of the acquisition of mathematical concepts as following: The first classification based on the degree of its cognitive complexity or its level of abstraction:
Concrete concepts (realistic): Which have concrete examples such as the cube concept.
Abstract concepts: Which do not have concrete examples such as the square root concept.
The second classification is based on its need for definition:
Defined concepts: Concepts that are unclear and need to be defined, such as the concept of an even number and others.
Undefined concepts: Concepts that are obvious and intuitive and do not need to be defined, such as the concept of a point, a line, and others.
The third classification, based on the number of properties (adjectives) you need:
Single property concepts: Concepts that include one property, such as the point concept.
Conjunction concepts: Concepts used to define the conjunction tool (and), implying that several properties must be met at the same time for a thing to belong to that concept, such as the concept of a rhombus, a number, and others.
Disjunctional concepts: Concepts that are used in defining the linking tool (or) and have at least one of several specific attributes, such as the concept of greater or equal and others.
Relational concepts: Concepts that include a relationship between two parties such as the concept of equality, union, and others.
Al-Huwaidi’s classification (2006) classifies the acquisition of mathematical concepts into the following:
Concrete and abstract concepts: Concrete concepts are physical concepts that can be observed or seen, such as the concepts of compass, ruler, and abacus, whereas abstract concepts are non-concrete concepts that cannot be observed or measured, such as the concept of a relative number.
Primary or derivative concepts: Primary concepts include time and velocity, whereas derivative concepts include a relationship between two or more concepts, such as the concept of density.
Procedure-related concepts: Concepts concerned with working methods such as the concept of adding, subtracting, dividing, and multiplying numbers.
Defined or undefined concepts: Concepts are those that can be defined by a phrase that defines that concept, whereas undefined concepts are those that cannot be described by a phrase.
Jonson and Rising (1972) classify mathematical concepts into:
Groups-related concepts: Are attained by generalizing properties to examples, such as the concept of number 3.
Procedure-related concepts: Concentrate on the work method, such as the concept of collecting matrices.
Relations-related concepts: Concentrate on the processes of comparison and linking between the elements of a group or groups, such as the concept of equality.
Structure-related concepts: These concepts, such as the concept of closure, concentrate on the mathematical structure or the mathematical structure.
We can see from the preceding that all classifications of acquiring mathematical concepts achieve educational goals in an integrated manner, with each complementing the other and benefiting both the teacher and the learner in the learning and teaching process. Teachers use them to clarify and communicate information to students based on the presentation of examples of the concept and examples of the incomprehensible, allowing them to categorise the acquisition of correct mathematical concepts.
2.3 Improving Motivation
Motivation is considered a crucial and vital topic that has been and continues to be of interest to psychologists on the one hand, and educational researchers in the educational field on the other. Motivation is one of the crucial and fundamental elements upon which the educational process is built. Scholars and researchers have provided numerous definitions of various specialisations to the concept of motivation, the most important of which are as follows:
Al-Zoubi and Beni Doumi (2007) define it as a physical or psychological condition that drives an individual’s behaviour into certain situations, directing him to meet a specific need or achieve a specific goal.
Motivation is defined by Frouja (2011) as an internal state within an individual that stimulates them to learn, fulfil tasks, or accomplish a target. However, in the domain of education, motivation is defined as an internal state that compels learners to pay attention to the educational environment, participate in guided activity, and persevere with it until the requisite learning is accomplished.
2.3.1 Learning Motivation Sources
Bani Younis (2004) divided motivation into two main sources:
Internal motivation: It comes from the learner himself, so the learner is motivated by an internal desire to gain the knowledge and skills he wants to learn, so motivation to learn is a necessary condition for self-learning.
External motivation: It comes from parents and the school community. Learning may be accepted by the learner to please his parents and earn their love.
2.3.2 Motivation to Learn Mathematics
Motivation to learn mathematics is one of the crucial aspects in the system of teaching and learning mathematics, as it is the engine that drives success, excellence, and creativity, and it is also the source of the various cognitive processes (Mohammed, 2011; Tella, 2007).
Aqeel (2012) also stated that the challenging in teaching mathematics to students is how the teacher can stimulate motivation and find positive trends to build interconnected mathematical cognitive units, as well as the ability to retrieve the sequential steps that are related to each other. According to this perception, the teacher must diversify his teaching methods and use models that stimulate motivation, not only external motivation but also both internal and external motivation, so that learning is stronger and more meaningful.
According to the researchers, one of the most crucial aspects of learning mathematics is motivation. In this context, the teacher plays a major role by focusing on various teaching methods that are supported by modern and advanced teaching techniques that help create an appropriate climate that encourages students to learn, understand, and solve problems that necessitate mathematical knowledge with flexibility, thereby increasing students’ motivation and enthusiasm for learning.
2.3.3 Learning Motivation Functions
Awamilah (2010) stated that motivation has several functions in the teaching process, including:
Activation: Motivation activates the individual by moving the emotional force within him to interact with a specific situation and to do a specific performance and behaviour.
Direction: As the motive directs the emotional force within the individual to respond to a specific type of excitements and thus direct the behaviour towards the planned goal without regard for other goals.
Reinforcement: Motivation is the driving force behind individual behaviour when it comes to satisfying desires.
Behaviour maintenance: Motivation works on the continuation of the behaviour to achieve the desired learning.
2.4 Previous Studies
In light of reviewing previous studies and research related to the current research topic, selecting the time dimension to arrange these studies in an ascending order and commenting on the studies as a whole by identifying the aspects of benefiting from those studies. These studies were divided into three major axes.
2.4.1 The Studies on the Madrasati Platform
A study conducted by Al-Harbi and Al-Dhalaan (2023) aimed to assess the level of utilization of teaching and assessment tools by intermediate school mathematics teachers on the My School platform. The researcher employed a descriptive–analytical methodology and implemented the tools (questionnaires and interviews) on a random sample of intermediate school mathematics teachers in Buraidah city. The study found that the level of utilization of teaching and assessment tools by intermediate school mathematics teachers on the My School platform had an overall average of 2.78. The general level of utilization ranked first with an average of 2.96, followed by the specific level of utilization, which ranked second with an average of 2.59. The study recommended providing further training courses for mathematics teachers on how to use electronic teaching and assessment tools, as well as the necessity of providing these tools on the My School platform to achieve diversity in usage and enhance student–teacher interaction.
Al-Ghamdi and Al-Sufiani (2023) investigated the role of the My School platform in teaching biology and its impact on the academic achievement of secondary school students in Taif city, as perceived by teachers. To achieve the study’s objectives, a descriptive–analytical methodology was employed, and a questionnaire was used, which was applied on biology teachers in secondary schools in Taif city, totalling 59 teachers. The study strongly affirmed the use of the My School platform for teaching biology and remained neutral regarding the obstacles to its utilization. The study recommended motivating teachers and students to engage in registering for courses offered through the e-learning system on the My School platform and providing financial and moral incentives to teachers who excel in using the platform.
Al-Salmi and Falatah (2023) explored the current status of implementing enhanced programs on the My School platform in general education, as perceived by teachers in Jeddah city. The study also sought to identify the obstacles to using the My School platform in the educational process. The study employed a descriptive methodology and utilized a questionnaire as a research tool. The findings of the study revealed that secondary school teachers in Jeddah city had a high level of utilization of the My School platform, with an overall average of 4.30 for all questionnaire items. This indicates a positive perception and active use of the platform by the teachers.
Al-Qahtani and Al-Mutairi (2022) identified the necessary digital skills for primary school teachers to use the My School platform, determine their proficiency levels, and explore the relationship with certain variables. The study utilized a descriptive methodology, and the sample consisted of 378 male and female teachers from Riyadh Education Directorate in the primary stage. The study identified 51 digital skills necessary for the primary stage using the My School platform. The results indicated a moderate level of proficiency in digital skills among primary school teachers.
2.4.2 Commenting on Previous Studies
The current study aligns with the previous studies that dealt with the focus of the My School Platform in terms of the study methodology used, which is the survey methodology, and the study tool employed, which is the questionnaire, such as the studies conducted by Al-Ghamdi and Al-Sufiani (2023), Al-Harbi and Al-Dhalaan (2023), Al-Qahtani and Al-Mutairi (2022), and Al-Salmi and Falatah (2023).
While that study differed from its predecessor in terms of the selected sample to apply the subject of the study as the studies conducted by Al-Ghamdi & Al-Sufiani (2023), then its sample was applied to biology teachers.
This study also differs from the studies conducted by Al-Harbi and Al-Dhalaan (2023), Al-Qahtani and Al-Mutairi (2022), and Al-Salmi and Falatah (2023), in applying the study sample to all teachers of general education stages, while that study was limited to intermediate school teachers, and it differs from the studies conducted by Al-Harbi and Al-Dhalaan (2023) in limiting its sample to intermediate school teachers.
The current study concluded with the previous studies on the effectiveness of learning platforms in improving learning motivation.
2.5 The Studies on the Acquisition of Mathematical Concepts
The objective of Mousley and Perry’s (2009) study was to engage preschool children in a suite of interactive activities to help them develop mathematical concepts. The sample comprised children aged 0–5 years recruited from a total of 64 schools. The results indicated that play enables children to learn mathematical concepts and that the development of such concepts can occur well before the age of 4 years – an aspect hitherto neglected.
Al-Ta’i and Al-Jamili’ (2014) sought to determine whether the acquisition and retention of mathematical concepts among second-grade intermediate students would be facilitated by the use of the Gerlach and Eli model. The purposive sample comprised 60 students divided equally into experimental and control groups. The results revealed that when taught using the Gerlach and Ely model, the experimental group acquired mathematical concepts more readily than the control group.
Similarly, Al-Hourani (2018) aimed to assess whether the acquisition and retention of mathematical concepts among seventh-grade students in Gaza could be improved using the Merle-Tinson model. Adopting an experimental approach, the randomly selected purposive sample comprised 74 students divided equally into 2 groups. The results revealed that the Merle–Tinson model was efficacious in enabling seventh-grade students to acquire and retain mathematical concepts.
Finally, Hassan (2019) aimed to determine whether Driver’s model could promote the acquisition of and inclination to learn mathematical concepts among fifth-grade students in government schools in Nablus Governorate. The sample comprised 75 female students divided equally into experimental and control groups. The results revealed significant differences in mean scores between the groups, indicating stronger acquisition of mathematical concepts among the experimental group along with a greater inclination to learn mathematics.
2.5.1 Commenting on Previous Studies
Most of the studies that dealt with the acquisition of mathematical concepts used the experimental methodology, which are the studies conducted by Al-Ta’i and Al-Jamili (2014), Al-Hourani (2018), and Hassan (2019). The current study differed from previous studies in its use of the methodology followed, which is the descriptive methodology, such as the study conducted by Mousley and Perry (2009).
Furthermore, that study differed from the previous studies in choosing the study sample, such as the studies conducted by Al-Ta’i and Al-Jamili (2014), Hassan (2019), where the sample was applied to the elementary stage, while the study conducted by Mousley and Perry (2009) applied the sample to the early childhood stage before the general education.
2.6 Studies Dealing with Improving Motivation
Wage (2009) sought to examine the effect of method of study on students’ motivation to learn mathematics. A motivation questionnaire was completed by a sample of 1,050 students using the traditional method and 1,050 students using the investigative method. The result indicated that students using the investigative method exhibit greater motivation for and enthusiasm towards learning mathematics.
Aonzo and Lnjdse (2015) assessed students’ mathematical performance, their motivation, and interest in the subject, as well as the extent to which this determined their favoured path. A motivation and attention to the mathematics questionnaire were administered to a sample of 267 students. The results indicated that students with high scores on mathematics tests expressed a stronger preference for taking a mathematics path than design, arts, and general academic paths.
Al Mazroueiah (2018) sought to assess whether the acquisition of algebraic function concepts among tenth graders and their desire to learn mathematics was affected by using the MathCAD program. The sample comprised 61 female students split into two groups: experiment and control. The results revealed that the experimental group exhibited significantly better acquisition of algebraic concepts and a stronger motivation to learn mathematics.
By utilising a descriptive analytical approach, Al-Hydris (2019) ascertained the methods employed by secondary school teachers and the factors that underpin whether they enhance students’ motivation to learn. The randomly selected sample comprised 200 male and female students, as well as 70 male and female secondary school teachers. The results revealed that the methods used by secondary school teachers to enhance students’ motivation to learn were related to years of experience, but not to level of qualification.
2.6.1 Commenting on Previous Studies
This study differed from the studies that preceded it, such as the studies that conducted by (Al Mazroueiah, 2018, Wage, 2009), in the methodology followed, which is the experimental methodology, while it aligned with the studies in the descriptive approach of the current study, such as the studies conducted by Al-Hydris (2019) and Aonzo and Lnjdse (2015).
This study also differed from the previous studies in terms of the selected sample to apply the subject of the study, such as the studies conducted by Aonzo and Lnjdse (2015) and Wage (2009), as its sample was applied to all stages of the general education, the studies of Al Mazroueiah (2018) and Al-Hydris (2019), its sample was applied to secondary school students, while the current study's sample was applied to intermediate school students.
2.7 Commenting on the Previous Studies as a Whole
The current study benefits from the previous research, forms a general concept of the research topic, and chooses the appropriate methodology for this study, which is the descriptive survey methodology. The appropriate research tool for the study is the questionnaire tool, and discussing its results and the extent of their agreement or disagreement with the previous research.
Referring to the previous studies, whether in the Arab or foreign world, that dealt with the use of online educational platforms in education in general and mathematics in particular, the findings of this study can be used to develop educational platforms to address educational loss and improve student self-learning.
Most studies sought to reveal the use of models and programs in acquiring mathematical concepts and students’ motivation to learn, whereas the current study was distinguished by the use of the Madrasati platform in acquiring mathematical concepts and improving teachers’ motivation to learn mathematics and understanding the impact it has on students’ educational achievement and class interaction.
In light of the global crisis caused by the spread of the Corona virus COVID-19, this topic was chosen in response to the Ministry of Education’s recent directives to activate educational platforms, including the Madrasati platform, to ensure the continuation of the educational process.
3 Research Methodology
3.1 Research Design
The researchers employed the descriptive survey method to fulfil the research aims. This is a form of research in which every member or at least a large sample of the research community participates in the study to describe the nature of the phenomenon being investigated and the degree to which it exists. It does not involve deducing and examining any causal relationships between the variables (Al-Assaf, 2012).
3.2 Research Population
The research community comprised all mathematics teachers (male and female) at different educational stages for the academic year 2023/2024 (3 December 2023).
3.2.1 The Research Sample
The researchers relied on two types of samples:
Survey sample: An electronic questionnaire was presented to a sample of 30 mathematics teachers
Basic search sample: The research sample includes 613 male and female mathematics teachers to determine the impact of the Madrasati platform experience on acquiring mathematical concepts and improving learning motivation.
3.3 Research Sample Properties
The frequencies and percentages of the following demographic characteristics of the research sample were calculated: gender, school type, academic qualification, educational stage, years of experience, and number of e-learning training courses.
3.3.1 Distribution of Sample Members by Gender
Table 1 clearly shows that 66% of the sample members are males, while 34% of the sample members are females.
Distribution of sample members according to gender
| Variable | Number | Percentage | |
|---|---|---|---|
| Gender | Male | 406 | 66 |
| Female | 207 | 34 | |
| Total | 613 | 100 | |
3.3.2 Distribution of Sample Members by School Type
Table 2 clearly shows that 90% of the sample members are from government schools, while 10% are from private schools.
Distribution of sample members according to school type
| Variable | Number | Percentage | |
|---|---|---|---|
| School type | Government | 554 | 90 |
| Private | 59 | 10 | |
| Total | 613 | 100 | |
3.3.3 Distribution of Sample Members by Academic Qualification
Table 3 clearly shows that 6% of the sample members have a diploma, while 86% of the sample have a bachelor’s degree and 8% of the sample have a master’s degree or higher.
Distribution of sample members according to academic qualification
| Variable | Number | Percentage | |
|---|---|---|---|
| Academic qualification | Diploma | 38 | 6 |
| Bachelor | 528 | 86 | |
| Masters and higher | 47 | 8 | |
| Total | 613 | 100 | |
3.3.4 Distribution of Sample Members by Educational Stage
Table 4 clearly shows that 44% of the sample members study the primary stage, while 32% of the sample members study the middle stage and 24% of the sample members study the secondary stage.
Distribution of sample members according to the educational stage
| Variable | Number | Percentage | |
|---|---|---|---|
| Educational stage | Primary | 270 | 44 |
| Middle | 196 | 32 | |
| Secondary | 147 | 24 | |
| Total | 613 | 100 | |
3.3.5 Distribution of the Sample by Years of Experience
Table 5 clearly shows that 14% of the sample members have less than 5 years of experience, while 13% of the sample members have less than 10 years of experience and 27% of the sample members have experience less than 15 years, while 46% of the sample members have more than 15 years of teaching experience.
Distribution of the sample members according to the educational stage
| Variable | Number | Percentage | |
|---|---|---|---|
| Years of experience | Less than 5 years | 85 | 14 |
| From 5 years to less than 10 years | 78 | 13 | |
| From 10 years to less than 15 years | 167 | 27 | |
| More than 15 years | 283 | 46 | |
| Total | 613 | 100 | |
3.3.6 Distribution of Sample Members by the Number of Training Courses in e-Learning
Table 6 shows that 10% of the sample members do not have courses, while 26% of the sample members have less than three training courses in e-learning and 21% of the sample members have less of six training courses, while 43% of the sample members have more than seven training courses.
Distribution of sample members according to the number of training courses in e-learning
| Variable | Number | Percentage | |
|---|---|---|---|
| Number of training courses in e-learning | None | 58 | 10 |
| 1–3 | 162 | 26 | |
| 4–6 | 131 | 21 | |
| 7 courses or more | 262 | 43 | |
| Total | 613 | 100 | |
Most of the people who used the Madrasati platform in this research were from government schools at the elementary stage and have a bachelor’s degree and have more than 15 years of educational experience.
3.4 Instrument
To collect the data needed for the study, the researchers created an electronic questionnaire after reviewing the literature and previous studies on educational platforms. It included the following questions covering four axes:
The first axis: Includes the primary data of the individual (demographic information) and includes six statements.
The second axis: Assesses the impact of the Madrasati platform experience and consists of nine statements divided into two areas:
The first area: Using the Madrasati platform in teaching mathematics, and it includes four statements.
The second area: The Madrasati platform contents, which includes five paragraphs.
The third axis: Measures the impact of the Madrasati platform experience on the acquisition of mathematical concepts and includes seven statements.
The fourth axis: Measures the improvement of learning motivation from the perspective of mathematics teachers, and it consists of 11 statements divided into the following two areas:
The first area: Teachers’ affairs and includes seven statements.
The second area: Student’s affairs and includes four statements.
Five-point Likert statements were formulated as follows: (strongly agree – agree – undecided – disagree – strongly disagree), and the answers of the research sample members were classified into five levels of equal range through the following equation: category length = (largest value – Minimum value) ÷ number of scale alternatives = (5–1) ÷ 5 = 0.80 as shown in Table 7.
Equation of range
| Answer | Degree | Range of averages |
|---|---|---|
| Very low degree | 1 | 1–1.79 |
| Low degree | 2 | 1.80–2.59 |
| Medium degree | 3 | 2.60–3.39 |
| High degree | 4 | 3.40–4.19 |
| Very high degree | 5 | 4.20–5.00 |
3.5 Validity and Reliability Tests
3.5.1 Instrument Validity
3.5.1.1 Face Validity
To ensure internal consistency validity, an electronic questionnaire was distributed to sample members of 613 teachers. The Pearson correlation coefficient was calculated between the degree of each axis of the questionnaire and the total score of the axis to which the statements belong on the questionnaire axes, as shown in Table 8:
Pearson’s correlation coefficients between the scores of each statement and the total score for the axis to which it belongs
| No. | Statement | Correlation coefficient |
|---|---|---|
| The second axis: The impact of Madrasati platform’s experience | ||
| The first area: Using the Madrasati platform in teaching mathematics | ||
| 1 | Contributes to effective student-teacher communication | 0.737** |
| 2 | It outperforms traditional education when studying algebra units such as “functions, sequences, series, rational numbers, and numerical patterns” | 0.731** |
| 3 | It increases the difficulty of drawing geometric shapes when studying geometry | 0.501** |
| 4 | Reduces the complexity of mathematics information for students | 0.721** |
| The second area: The Madrasati platform contents | ||
| 5 | The continuous updating of available digital content has contributed to the development of positive trends in mathematics learning | 0.723** |
| 6 | As students follow-up on assignments, tests, and various sports activities, the tools are adaptable | 0.600** |
| 7 | This resulted in an increase in the amount of work assigned to the mathematics teacher | 0.500** |
| 8 | Due to the pressure and poor Internet connection, I had difficulty using it | 0.591** |
| 9 | What proposals do you deem appropriate to develop the Madrasati Platform? | |
| The third axis: the impact of the Madrasati platform’s experience on the acquisition of mathematical concepts | ||
| 1 | Contributed to the spread of mathematical knowledge (the mathematical concept) | 0.804** |
| 2 | The student is able to solve problems involving mathematical concepts and how to deal with them | 0.786** |
| 3 | The use of modern teaching strategies motivates students to acquire mathematical concepts | 0.789** |
| 4 | Providing positive reinforcement when my students understand the mathematical concept | 0.783** |
| 5 | Allocating time for rest helps students learn mathematical concepts more easily | 0.703** |
| 6 | My use of technology contributed to my students’ understanding of mathematical concepts | 0.799** |
| 7 | Students have difficulty reading mathematical symbols and concepts | 0.103* |
| Fourth Axis: Improving learning motivation from mathematics teachers’ perspective | ||
| The first area: Teachers’ affairs | ||
| 1 | I work hard to improve my skills by attending training courses and utilizing various educational programs for teaching mathematics | 0.545** |
| 2 | The platform’s services increase my motivation to provide better mathematics lessons | 0.735** |
| 3 | I feel more confident when I work with other teachers to solve math problems | 0.637** |
| 4 | I feel satisfied when using Madrasati platform to teach the unit of rational numbers | 0.747* |
| 5 | I am pleased when I complete all of my tasks on time | 0.509** |
| 6 | I support the use of educational platforms in mathematics | 0.791** |
| 7 | I support the continued use of educational platforms as integrated education even after the Corona pandemic “Covid 19” in mathematics due to factors such as bad weather and others | 0.694** |
| The second area: Student’s affairs | ||
| 8 | I believe that learners’ motivation in the platform is higher than their motivation in traditional education | 0.705** |
| 9 | Respecting my students’ opinions and suggestions increases their motivation to learn mathematics | 0.614** |
| 10 | I make certain that my students use the platform and keep track of their progress when solving mathematical problems | 0.615** |
| 11 | The distribution of grades on the platform for the mathematics course encourages students to complete the exercises more thoroughly | 0.752** |
*Statistically significant at the significance level (0.05). **Statistically significant at the significance level (0.01).
3.5.1.2 Internal Consistency Validity
Table 4 clearly shows that all the values of the correlation coefficients are statistically significant at the significance level (0.01, 0.05), and all the values of the correlation coefficients were high, as they ranged in the second axis “the impact of the Madrasati experience” ranged between 0.500** and 0.737**. As for the third axis, “the impact of the experience of Madrasati platform on the acquisition of mathematical concepts” ranged between 0.103* and 0.804**, while in the fourth axis, “Improving learning motivation from mathematics teachers’ perspective” ranged between 0.509** and 0.791**, which indicates the availability of a high degree of internal consistency of the statements of the questionnaire axes.
3.5.2 Research Tool Reliability
To verify the reliability of the tool, the two researchers calculated the reliability coefficient using the Cronbach’s alpha equation for a survey sample consisting of 30 teachers through the statistical program “spss” as shown in Table 9.
Cronbach’s alpha coefficient for the axes of the questionnaire
| The axis | Number of paragraphs | Cronbach’s alpha coefficient |
|---|---|---|
| Impact of the Madrasati platform experience | 8 | 0.666 |
| The effect of the Madrasati platform experience on acquiring mathematical concepts | 7 | 0.825 |
| Improving learning motivation from the point of view of the mathematics teachers | 11 | 0.829 |
| Total | 26 | 0.937 |
It is clear from Table 9 that the value of the reliability coefficient ranges between 0.666 and 0.829, and the value of the total reliability coefficient of the axes of the questionnaire is α = 0.937. It is a large degree of reliability, and thus, the questionnaire became appropriate and ready for application.
3.6 Statistical Methods
The researchers used a number of statistical methods to process and analyse the collected data, and among the methods used are the following:
Arithmetic averages: To arrange the responses of the study members.
Pearson’s correlation coefficient: To check the validity of the consistency of the study tool.
Reliability coefficient (Cronbach’s alpha): To measure the reliability of the study tool.
Range equation: To describe the arithmetic average of the responses to each statement.
Standard Deviation.
This serves as a preliminary step to obtain and interpret the research results, and then make recommendations and proposals for them.
4 Results and Discussion
The main question: “What is the impact of the Madrasati platform experience on acquiring mathematical concepts and improving the motivation to learn mathematics from the point of view of the teachers?”
To answer this question, the arithmetic average and standard deviation were calculated for each of the axis of the questionnaire and then arranged as given in Table 10.
The impact of the Madrasati Platform experience on acquiring mathematical concepts and improving the motivation to learn mathematics from the point of view of the teachers
| The axis | Arithmetic averages | Standard deviations | Percentage | Degree of approval |
|---|---|---|---|---|
| Impact of the Madrasati platform experience | 3.3114 | 0.73148 | 66.228 | Average |
| The effect of the Madrasati platform experience on acquiring mathematical concepts | 3.7844 | 0.66899 | 75.688 | Large |
| Improving learning motivation from the point of view of the mathematics teachers | 4.0712 | 0.65905 | 81.424 | Very large |
| Axis as a whole | 3.7602 | 0.61746 | 75.204 | Large |
It is clear from Table 10 that the point of view of the mathematics teachers in the Madrasati platform about acquiring mathematical concepts and improving learning motivation in general reached a large degree of approval with 75.204%, as it falls into the fourth point of the five-point Likert scale and achieves a general average of 3.7602. In the first rank, the fourth axis “improving learning motivation from the point of view of the mathematics teachers” came with a very large degree of approval with 81.424%, an arithmetic average of 4.0712 and a standard deviation of 0.65905, followed by the third axis “the impact of the experience of the Madrasati platform on acquiring mathematical concepts” with a large degree of approval with 75.688%, an arithmetic average of 3.7844, and a standard deviation of 0.66899. While the second axis “the impact of the experience of the Madrasati platform” came in the last rank with an average degree of approval with 66.228%, an arithmetic average of 3.3114, and a standard deviation of 0.73148. This result can be explained by the fact that one of the features of the Madrasati platform is that it provides a full explanation of all lessons with audio, image, and video, as mentioned by Randa (2022), and it also helped in creating an appropriate atmosphere that helps the student to acquire mathematical concepts with ease and thus improves the motivation to learn mathematics.
The answer to the first question, which states, “What is the impact of the Madrasati platform experience on acquiring mathematical concepts from the point of view of the teachers?”
To answer this question, the arithmetic average, standard deviation, and t-values were calculated for each of the axes of the questionnaire, as shown in Table 11.
The impact of the experience of the Madrasati platform on acquiring mathematical concepts from the point of view of the teachers
| The Third Axis: the impact of the experience of the Madrasati platform on acquiring mathematical concepts | ||||||
|---|---|---|---|---|---|---|
| No. | Statement | Arithmetic averages | Standard deviations | T-value | Degree of approval | Rank |
| 1 | Contributed to deliver the mathematical knowledge (the mathematical concept). | 3.90 | 0.999 | 16.238 | Large | 4 |
| 2 | The student is able to solve problems related to the mathematical concepts and know how to deal with them. | 3.67 | 1.023 | 15.852 | Large | 6 |
| 3 | Using modern teaching strategies motivates students to acquire mathematical concepts. | 3.86 | 1.008 | 12.479 | Large | 5 |
| 4 | Providing positive reinforcement when my students understand the mathematical concept. | 3.99 | 0.932 | 12.766 | Large | 3 |
| 5 | Allocating time to rest for the student has a positive effect on students in acquiring mathematical concepts easily. | 4.04 | 0.928 | 9.824 | Large | 1 |
| 6 | My use of technology contributed to the approximation of mathematical concepts to my students. | 3.99 | 0.962 | 14.158 | Large | 2 |
| 7 | Students find it difficult to read mathematical symbols and concepts. | 3.05 | 1.256 | 6.836 | Average | 7 |
It appears from Table 11 that in the third axis “the impact of the experience of the Madrasati platform on acquiring mathematical concepts,” all paragraphs from 1 to 6 come with a large degree of approval, while paragraph 7 comes with an average degree of approval. This result can be explained by the fact that the availability of services in the Madrasati platform had a positive impact on acquiring mathematical concepts in general, which indicates that the interaction of the teacher with the learner through discussion using the platform led to a significant attention to the educational process, and benefiting from it at the appropriate time and place for students, contributed to the rapid understand and learn Mathematical concepts and thus retain them for a longer period.
This result is consistent with the results of some studies that aimed to enhance the positive value that serves the educational environment in acquiring mathematical concepts (Al-Hourani, 2018; Al-Ta’i & Al-Jamili, 2014; Hassan, 2019; Mousley & Perry, 2009). These results are also consistent with what was mentioned by Ziad (2021) that the Ministry of Education indicated that there are six new services that teachers and students can use, which were included as a service of the inclusion of educational goals and content arbitration with the knowledge of the educational supervisor.
The result of this research question disagrees with what Al-Shahrani (2020) highlights about the obstacles when using the Madrasati platform, includes difficulties in determining whether students have acquired the necessary skills. This means that mathematics teachers should help students when using the Madrasati platform, to make sure that they acquired the necessary skills by having multimedia programmes, regular activities, feedback, and a carefully organised system of teaching is necessary. This is agree what reviewed in Tebeaux (1995) is Perraton (2000), which acts as a combination of the ideas of Holmberg (1985) and Keegan (1996). This theory emphasises that for distance learning to be effective, multimedia programmes, regular activities, feedback, and a carefully organised system of teaching are necessary.
The answer to the second question, which states, “What is the impact of the Madrasati platform experience in improving the motivation to learn mathematics from the point of view of the teachers?”
To answer this question, the arithmetic average and standard deviation were calculated for each of the axes of the questionnaire, as shown in Table 12.
The impact of the Madrasati platform experience in improving the motivation to learn mathematics from the point of view of the teachers
| Fourth Axis: improving learning motivation from the point of view of mathematics Teachers | ||||||
|---|---|---|---|---|---|---|
| No. | Statement | Arithmetic averages | Standard deviations | T-value | Degree of approval | Rank |
| The First Area: Teachers’ Affairs | ||||||
| 1 | I strive to develop my abilities by attending training courses and using various educational programs in teaching mathematics | 4.51 | 0.690 | 6.245 | Very Large | 2 |
| 2 | The services provided by the platform increase my motivation to provide better mathematics lessons | 4.00 | 0.970 | 11.242 | Large | 6 |
| 3 | I feel confident when I collaborate with fellow teachers to solve math problems | 4.33 | 0.757 | 8.363 | Very Large | 4 |
| 4 | I feel satisfied when using my school platform to teach the unit of rational numbers | 3.78 | 1.007 | 15.347 | Large | 10 |
| 5 | I feel happy when I get all my tasks done on time | 4.55 | 0.685 | 8.013 | Very Large | 1 |
| 6 | I support the use of educational platforms in mathematics | 3.83 | 1.171 | 17.225 | Large | 8 |
| 7 | I support the continued use of educational platforms as integrated education even after the Corona pandemic “Covid 19” such as bad weather and others in mathematics | 3.93 | 1.232 | 11.538 | Large | 7 |
| The Second Area: The Students’ Affairs | ||||||
| 8 | I find that learners’ motivation in the platform is better than their motivation towards regular education | 3.37 | 1.372 | 15.028 | Average | 11 |
| 9 | Respecting the opinions and suggestions of my students improves their motivation towards learning mathematics | 4.32 | 0.745 | 9.096 | Very Large | 5 |
| 10 | I make sure that my students enter the platform and constantly follow their performance when solving mathematical problems | 4.33 | 0.789 | 8.656 | Very Large | 3 |
| 11 | The distribution of grades on the platform for the mathematics course pushes the students to solve the mathematics exercises more | 3.83 | 1.178 | 12.385 | Large | 9 |
It appears from Table 12 that in the fourth axis “improving learning motivation from the point of view of mathematics teachers,” paragraphs 1, 3, 5, 9, and 10 came with a very large degree of approval, paragraphs 2, 4, 6, 7, and 11 came with a large degree of approval, and paragraph 8 came with an average degree of approval. This result can be explained by the fact that using the Madrasati platform contributed to raising the positive value due to the presentation of lessons and assignments in an attractive manner that combines fun and interest and encourages them to learn in a smooth manner, which further improves the learner’s motivation towards learning.
This result agrees with the results of the studies by Alabdulaziz and Al-hammadi (2020), Al Mazroueiah (2018), Al-Hydris (2019), Aonzo and Lnjdse (2015), Al-Harbi and Al-Dhalaan (2023), Al-Salmi and Falatah (2023), Al-Ghamdi and Al-Sufiani (2023), and Wage (2009), in terms of the teacher’s use of modern methods and educational programs through electronic devices to create competition among students to improve learning motivation. This agrees with the third reviewed theory of distance learning by Holmberg (1985) who expands on the theory of Peters (2002) in the changing roles of teachers and students, emphasising that the change of roles will promote and motivate interested students. They will interact more with content and have more desire to access information.
The answer to the third question, which states, “What is the correlation between acquiring concepts and improving the motivation to learn mathematics from the point of view of teachers?”
| Correlation coefficient | Eta | Cronbach’s alpha coefficient |
| 0.755 | 0.772 | 0.860 |
To answer this question, the correlation coefficient was calculated between the third axis “acquisition of mathematical concepts” and the fourth axis “improving learning motivation” with a correlation coefficient that reached (0.755**) at a level of significance (0.00), and this is less than the level of significance (5%), and this indicates that there is a very strong relationship between the acquisition of mathematical concepts and improving learning motivation from the point of view of mathematics teachers. Due to the sudden impact of the Corona pandemic “COVID 19” on education, the Madrasati platform has replaced a suitable educational alternative and is one of the most popular education platforms in our time, regardless of the difficulties and obstacles that faced its use at the beginning of its launch by students and teachers mentioned by Al-Saleh (2020) and Al-Shahrani (2020), however, it proved that its use contributed significantly to the development of students’ acquisition of mathematical concepts efficiently and effectively, which helped to enhance and improve learning outcomes, which was positively reflected on the motivation to learn mathematics better.
5 Suggestions
Conduct similar studies with other subjects to further identify the impact of the Madrasati platform experience.
Activate the media of all its kinds to spread the culture of e-learning for the benefit of the student, teacher, and parents to be an alternative way of education in case of crises and emergencies to ensure the continuation of the educational process efficiently and effectively.
Provide free Internet service on the Madrasati platform and paying attention to the performance of networks and servers to avoid suspension so that it can bear the student density to achieve the desired education goals.
Connect the platform with professional programs that contribute to the preparation of lessons in an integrated manner from mathematical tools such as writing fractions and drawings of geometric shapes and others, which serve the requirements of the material according to each stage.
Develop statistics for each student of the duties, tests, and completed projects and the names of the lessons, regardless of their correctness or mistake, so that the student is alerted to the existence of an assignment, test, or project that he did not solve, as well as display the duties uploaded by students without the need to download them in the teacher’s device.
Provide a wide base of self-assessment tests with immediate, attractive, fun, and entertaining incentives, as in electronic games applications, and graded in level from very easy to difficult.
6 Recommendations
Benefit from the experiences of developed countries in the field of distance learning and discuss the problems and difficulties that faced the use of educational platforms to solve and avoid them to improve its quality.
Conduct research to determine the impact of the experience of the Madrasati platform under the coronavirus pandemic (COVID-19) to be a source for researchers to conduct more research in mathematics in particular and educational curricula in general.
Significantly activate the family’s role in taking care of their children which will contribute to the success of e-learning.
Conduct research to find out the attitudes of the teachers towards the use of educational platforms and their employment in the educational process.
Organize courses dedicated to mathematics, training teachers on constantly updated applications and the ways that enable them to deliver information to students and engage students practically with the lesson, and reduce theoretical mathematics teaching.
Conduct research to find out the opinions and attitudes of students and parents to evaluate the impact of the Madrasati platform on acquiring mathematical concepts as an educational community.
7 The Research Implications and Limitations
Different practical and theoretical implications can be drawn from this research. From the theoretical perspective, the current study contributes by resolving the deficiency in the literature with respect to the impact of the Madrasati platform experience on acquiring mathematical concepts and improving learning motivation. The findings can benefit educators by offering insights such that they can make more informed decisions regarding the use of Madrasati platform.
From a practical perspective, due to the use of educational platforms, the importance of the Madrasati platform has been shed on improving motivation and its positive impact towards learning mathematics, as the results of this study indicate the use of modern technologies in teaching curricula, as it is an effective way to develop students’ performance in an interesting and enjoyable way to achieve the desired objectives.
Although this study was carefully prepared, it still faced a number of limitations, which did not have a negative effect on the findings. These can be summarised as follows: This study focuses only on mathematics subject because the main major of both researchers is mathematics. The study sample focused on teachers only because they are the first people who play a key role in educating students in the classroom. However, the study could have included students and head teachers if there were no restrictions on time.
In any research, there is a possibility that the answers may contain unfamiliar dispersion or unanticipated findings. This can occur irrespective of meticulous planning; for example, piloting the questionnaire as required. The unanticipated patterns in the questionnaire’s second section revealed this, which was thought to have been caused by a misinterpretation of the question design (semantic differential). The fact that surveys demonstrate associations and permit description should, without fail, be stated. However, such surveys give no evidence of specific causal relationships, as is apparent in experimental research techniques. This includes the surveys conducted in this research. Creswell (2012, p. 376) states, “survey designs differ from experimental research in that they do not involve a treatment given by researcher. Because survey researchers do not experimentally manipulate the conditions, they cannot explain cause and effect as well as experimental researchers can. survey researchers often correlate variables.” Casual connections could be shown by the application of intervention techniques in any future research.
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Funding information: The authors state no funding involved.
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Author contributions: All authors contributed to the article and approved the final version of the manuscript (conceptualization, methodology, data collection, data analysis, manuscript writing, and manuscript review and editing).
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Conflict of interest: The authors state no conflict of interest.
The main interface of the platform
Adding a lesson by the teacher to the students
The lesson preparation is completed and the lesson is finished as shown.
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