Students’ Academic Achievement Level in the Use of Digital Learning Platforms for Learning Form 4 Chemistry

Abstract

This study was conducted to evaluate students’ academic achievement in using digital learning platforms for learning Chemistry, as well as to explore the platform-related factors that influence student achievement. A mixed-method research design was used, involving a quantitative approach through pre- and post-tests, and a qualitative approach through semi-structured interviews. A total of 30 Form 4 students from a secondary school in the Johor Bahru district participated in the quantitative data collection, while six students were interviewed for qualitative data. Analysis using the Wilcoxon Signed-Rank Test revealed a statistically significant difference between achievement scores before and after the use of the digital learning platform (Z = -4.574, p < 0.05). This confirms that digital platform use has a positive effect on students’ academic performance in Chemistry. Thematic analysis of the qualitative data identified four key factors influencing the effectiveness of the digital platform: motivation, interaction, platform content, and feedback. The findings indicate that digital learning platforms designed with interactive elements and supported by effective pedagogical strategies can enhance student performance. This study provides important implications for the Malaysian Ministry of Education, teachers, and students in planning and implementing more effective digital learning approaches.