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 |
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 | |
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 | |
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** |
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 |
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 |
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 | |
Distribution of sample members according to school type
| Variable | Number | Percentage | |
|---|---|---|---|
| School type | Government | 554 | 90 |
| Private | 59 | 10 | |
| Total | 613 | 100 | |
j_edu-2024-0017_tab_013
| Correlation coefficient | Eta | Cronbach’s alpha coefficient |
| 0.755 | 0.772 | 0.860 |
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 | |
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 |
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 |
Distribution of sample members according to gender
| Variable | Number | Percentage | |
|---|---|---|---|
| Gender | Male | 406 | 66 |
| Female | 207 | 34 | |
| Total | 613 | 100 | |