The Effect of Digital Interactions Via 'Madrasati' Platform on the Academic Achievement among General Education Students: Jazan Education as a Model

Abstract

The current study aims at exploring the effect of digital interactions through 'Madrasati' platform on the level of academic achievement among students of general education in Jazan region. Moreover, it aims at investigating the effect of gender variables, and the geographical location of the education office on the level of academic achievement among students of the three classes. The study has used the descriptive survey approach in which the data of the achievement of the students of the three mentioned grades have been collected via analyzing the students’ scores in the experimental tests provided by the evaluation unit of admission and evaluation department for the second semester (1442 H -2021 AD). This included a number of subjects: My Language (Arabic) and Mathematics in the third primary class, and the subjects: My Eternal Language (Arabic), Mathematics and Science of the first intermediate class and the subjects Mathematics, Physics, Chemistry and Biology of the third secondary class. The sample of the study consists of (31662) among the three classes. The number of the third class of primary school is (13095), while the numbers of the first intermediate class is (12563) and the number of the third secondary class is (6004). The study has concluded that there is a large effect of digital interactions via Madrasati platform on the level of academic achievement of third-class students, while there is no effect of digital interactions on the level of academic achievement of students in the first intermediate class and third secondary class. Also, the results have shown that there is no effect of the gender variable (males-females) on the level of academic achievement of third-grade primary students and first intermediate class students. However, the results have indicated that there are statistically significant differences due to the gender variable on academic achievement between male and female students of the third secondary class in favour of females on academic achievement. The results also have indicated that there is no effect of the variable of the geographical location of the education office (borderline, non-borderline) on the level of academic achievement of third primary class students, first intermediate class students, and third secondary class students. In light of these results, several recommendations have been presented.