The Effectiveness of a Digital Knowledge-Based Training Program in Developing E-Learning Skills Among Mathematics Teachers

Abstract

Abstract:

This study aimed to investigate the effectiveness of a digital knowledge-based training program in developing e-learning skills among mathematics teachers. To achieve this, the researcher adopted a quasi-experimental approach. The study tools included an E-Learning Skills Checklist, a Cognitive Achievement Test, and a Practical Performance Observation Card for E-Learning Skills. Additionally, a digital knowledge-based training program was designed. The study sample consisted of 30 in-service mathematics teachers enrolled at the Teacher Training Institute in Dhamar Governorate.

The study yielded several key findings:

• Mathematics teachers exhibited very low levels of e-learning skills prior to the intervention.
• Statistically significant differences (\(p < 0.05\)) were found between pre-test and post-test scores in favor of the post-test for both:
• The knowledge achievement test, confirming the program’s effectiveness in developing cognitive e-learning skills.
• The practical performance observation card, confirming its effectiveness in developing applied (performance) e-learning skills.

The study recommended: The study recommends integrating the designed training program into mandatory professional development plans for mathematics teachers to enhance their e-learning competencies.