The Reality of Employing Enrichment Activities in Madrasati Platform and the Obstacles to their Use in Teaching Chemistry from the Perspective of Teachers and Third-Grade Secondary Students in the City of Tabuk

Abstract

This study aimed to examine the reality of chemistry teachers’ use of enrichment activities on Madrasati platform, identify obstacles to their use, and explore solutions from the perspectives of teachers and students.

Using a descriptive-analytical method, the sample included 32 third-grade secondary chemistry teachers and 275 students in Tabuk, selected randomly. Two questionnaires were used: the first, for teachers, contained 45 items across three domains: (1) the reality of chemistry teachers’ and students’ use of enrichment activities from the teachers’ perspective, (2) obstacles to use, and (3) proposed solutions to overcome these obstacles. Validity was verified by expert review and Pearson correlation, and reliability by Cronbach’s alpha. The second questionnaire, for students, also contained 45 items across three domains: (1) the reality of chemistry teachers’ and students’ use of enrichment activities from the students’ perspective, (2) obstacles to use, and (3) proposed solutions to overcome these obstacles. Its validity and reliability were tested using the same methods as the first.

The results revealed that the reality of chemistry teachers’ use of enrichment activities on Madrasati platform, from both teachers’ and students’ perspectives, was at a moderate level. The obstacles to such use, from the teachers’ perspective, were rated as high, and from the students’ perspective, very high. Agreement with the proposed solutions to overcome these obstacles, from both teachers’ and students’ perspectives, was rated as high.