Evaluating the Effectiveness of the Shad Virtual Learning Platform: Perspectives of Elementary School Teachers and Students in Kurdistan Province

Document Type : Quantitative Research Paper

Authors

1 PhD in Educational Management and PhD in Clinical Psychology; Researcher and University Lecturer

2 Department of Educational Sciences Farhangian University, P.O. Bo 14665-889, Tehran, Iran

10.22034/jsa.2025.142911.2560

Abstract

This study evaluated the effectiveness of the Shad virtual learning platform, a pivotal tool for distance education during the COVID-19 pandemic, from the perspectives of elementary school teachers and students in Kurdistan Province during the 2023 academic year. A descriptive-survey design was employed to investigate teachers' and students' viewpoints regarding six critical components of SHAD's effectiveness: content delivery, teacher-student interaction, student participation, assessment, monitoring, and feedback. The study population consisted of all elementary school teachers and students in Kurdistan Province. A multi-stage cluster sampling method was used to select a sample of 155 teachers and 235 students. Data were collected via two researcher-developed questionnaires, utilizing a five-point Likert scale, and analyzed using descriptive statistics, one-sample t-tests, and Mann-Whitney U tests in SPSS version 26. Expert opinions confirmed the content validity of the questionnaires, and Cronbach's alpha established reliability (0.81 for teachers and 0.87 for students). Findings indicated that both groups perceived SHAD as moderately effective in content delivery and feedback provision, while rating other components lower. Student mean scores were 3.41 for content delivery and 3.79 for feedback. Teacher mean scores were 3.11 for content delivery, 2.91 for interaction, and 3.78 for feedback. Significant differences (p < 0.05) were found between the two groups' views on content delivery, interaction, and monitoring. Feedback and student participation were considered most important, while monitoring, assessment, and direct interaction were deemed less significant. The study underscores the challenges SHAD faces in interaction and participation, highlighting the need for revision and improvement

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History

  • Receive Date: 26 May 2025
  • Revise Date: 07 June 2025
  • Accept Date: 12 September 2025

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