This study explored the impact of online learning platforms, Learning Management System and Alef Education, on students’ academic progress and achievement in English, Arabic, sciences, and mathematics in public schools across the Al Dhafra Region, in the UAE. The research addressed the integration of technology with traditional education setting, aiming to assess whether these platforms improved student performance and enhanced learning experiences for both students and teachers.
Grounded in e-learning theory, the study investigated five core areas: student academic progress and achievement, engagement and participation, learning skills, and the perspectives of teachers and school leaders, as well as the use of generated data. A mixed-methods approach was employed, combining quantitative data from surveys and mark analysis with qualitative insights from interviews to answer the five questions of the research. Data were collected from 17 public secondary schools, focusing on students from grades nine to twelve. The sample included 612 students, 246 teachers, 11 school leaders, and 8 schools involved in the three-year mark analysis.
The study filled a gap in literature by examining technology integration in regional public-school setting, offering a comprehensive view of the platforms’ impact. Quantitative analysis using SPSS indicated generally positive perceptions from students and teachers, with high scores across academic progress, achievement, engagement, participation, learning skills, and data usage. Thematic analysis of qualitative data supported these findings, highlighting improved teaching and learning experiences. In addition, Chi-square (χ²) was used to analyse the marks of the three successive years which are 2019-2020, 2020-2021, and 2021-2022
Notably, the research revealed a negative impact among 11th-grade students, as indicated by their questionnaire responses and academic marks, suggesting a need for further investigation in future. Despite this exception, the overall findings reflected positive stakeholder engagement and academic outcomes associated with the two-platform implementation.
The study concluded by emphasizing the importance of a balanced curriculum that integrates technological tools without compromising traditional learning objectives. It offered practical implications for curriculum design and policy, advocating for continued research to optimize platform use. Future studies are recommended to identify factors that can enhance the effectiveness of these platforms for all stakeholders in education.