The Effectiveness of Blended Learning in Secondary Mathematics Education: Perspectives of Students, Teachers, and Parents in Saudi Arabia on the Madrasati Platform

Abstract

Madrasati “My School” is an e-learning management system introduced by Saudi Arabia's Ministry of Education to enhance teaching and learning. This study evaluates the effectiveness of the Madrasati platform in facilitating blended mathematics learning among secondary school students in Qassim, Saudi Arabia. Employing a mixed-methods research design, the study analysed mathematics attainment results from 3,468 students across four secondary schools, comparing three instructional methods: face-to-face, fully online, and blended learning. Quantitative data were analysed using t-tests, ANOVA, and Structural Equation Modeling (SEM), while qualitative data from semi-structured interviews with twelve mathematics teachers were thematically analysed. Questionnaires based on the Technology Acceptance Model (TAM) were administered to students, teachers, and parents to assess their acceptance and engagement with the platform and explore perceptions of its effectiveness from different aspects. The questionnaires received responses from 210 students (25.5% response rate of 823), 204 teachers (32.5% response rate of 627), and 267 parents (32.4% response rate of 823).

The findings indicate that both fully online and blended learning approaches resulted in higher average mathematics scores than traditional face-to-face instruction. However, face-to-face learning showed more consistent results in certain grade levels. Statistical analyses revealed that while teachers and parents perceived the platform's usefulness as the primary factor influencing their intention to use it, students were more influenced by its ease of use. Teachers found Madrasati particularly beneficial for teaching algebra and calculus, whereas students appreciated its support for exponential equations and measurement units. Despite acknowledging logistical challenges such as limited technological resources and increased workloads, participants generally preferred blended learning for its flexibility and resource availability.

The study concludes that the Madrasati platform has significant potential to enhance student engagement and autonomy in mathematics learning. However, its success is contingent upon addressing technical challenges, providing adequate teacher training, reducing workload, and integrating it effectively with traditional teaching methods. The findings offer practical recommendations for the Ministry of Education to strengthen digital infrastructure and support educators as Madrasati becomes essential in advancing digital learning within Saudi Arabia's secondary education system.