Exploring the Experience of Using the Madrasati Platform to Deliver Instruction

Abstract

This research explored the impact of the Madrasati platform on the performance and role of high school teachers in Saudi Arabia, with a focus on the Jazan region. Utilizing a mixed-methods approach, the study addressed the key research questions, including the extent of the Madrasati platform contribution to teacher support and its impact on content delivery, communication, evaluation, motivation, autonomy, and knowledge sharing. The research design of this study incorporates both qualitative and quantitative methods. The purpose of using mixed methods was to provide a comprehensive understanding of teacher experiences. The study setting in the Jazan region is characterized by diverse terrain, a growing population, and significant developments in educational infrastructure. The choice of this region allows an in-depth exploration of how the Madrasati Platform aligns with the cultural and educational context. Participants of this study were 333 high school teachers from various disciplines, ensuring a diverse sample for robust statistical analysis. Data collection involved a structured survey with multiple-choice and open-ended questions, addressing demographic information, platform experiences, and suggestions for improvement. The researcher has followed ethical guidelines, secured approvals from the Institutional Review Board and the Ministry, and emphasized participants’ confidentiality. The data analysis was done by using statistical software and qualitative methods to derive meaningful insights into the platform impact. This research contributed to the broader understanding of educational technology in Saudi Arabia, particularly in the context of government initiatives to enhance teaching practices. The findings of this study aimed to inform educational policies and improve the Madrasati Platform, ultimately benefiting high school teachers and students in the Jazan region and in other parts of Saudi Arabia.