The Impact of Madrasati Platform Materials on Teaching and Learning Behaviors

Abstract

The Madrasati system is an e-learning system offered free by the Saudi Arabian government. The platform was developed to enhance the existing curricula and achieve national-level educational goals and objectives. Despite a high adoption rate, current evidence suggests Madrasati was poorly implemented, owing to suboptimal benefits enjoyed by various stakeholders. The system may impact teaching behaviors, student motivation, learning, teacher training, professional behavior, classroom culture, and environment. Moreover, perceived ease of use, teacher competence, perceived usefulness, user experiences, security issues, and technology availability affect uptake. The study employed a quantitative correlational cross-sectional design and methodology, using surveys, interviews, and observations on a sample (n=100) with 25 teachers and 75 students. Analysis was completed using SPSS, including Pearson’s r, regression, and the Sobel test to assess the mediating effect, where t-values above or below +/- 1.96 (95% CI) were considered significant. The results indicate that Madrasati positively correlates with teaching and learning behavior and student motivation. However, none of the mediating hypotheses were proven. The recommendations focus on strengthening Madrasati infrastructure, training, adopting a holistic approach, and collaborating with all stakeholders.