A Critical Evaluation of Madrasati Platform in KSA from High School Teacher’s Perspective During COVID-19 Pandemic

Abstract

Introduction: Most educational institutions throughout the world moved to e-learning due to coronavirus (COVID-19). Saudi Arabia has also undergone this transformation; in March 2020, the Ministry of Education (MoE) announced a shift to distance learning for all educational institutions, including general education. Consequently, the Madrasati platform was newly developed to manage general education at all levels (primary, secondary and high school). Objective: The primary objective of this study was to construct a model for measuring satisfaction with the Madrasati platform from a high school teachers’ perspective. Methods: A systematic literature review was conducted to propose the framework used to evaluate high school teachers’ satisfaction. The proposed model was created based on empirical evidence and theoretical models, including the DeLone and McLean information systems (D&M IS) success model, the technology acceptance model (TAM) and expectation confirmation theory (ECT). A quantitative method was used for this study; data were collected via an online questionnaire from participants (high school teachers who used the Madrasati platform during the COVID-19 crisis). The quantitative data collected from the participants were statistically analysed with Statistical Package for the Social Science (SPSS). Results: A total of 45 high school teachers participated in this study. They were 32 males and 13 females from nine different cities. Most of them were satisfied with the Madrasati platform as an LMS to manage general education in Saudi Arabia. The findings show 11 key factors that influenced teachers’ satisfaction with using the Madrasati platform. They were categorised into three factor groups (teacher, organisational and system-related). Teacher- related factors included computer anxiety, self-efficacy, attitude and technology experience. There were two organisational-related factors: training and management support and motivation. System-related factors included usefulness, ease of use, interaction, information quality and service quality. Conclusion: This study constructed a model that included 11 factors that influenced teachers’ satisfaction. This study’s outcomes could be used to assist the Saudi Arabian MoE in enhancing the quality of distance learning in Saudi Arabian general education, especially at the high school level.