Evaluation of the effectiveness of e-learning systems in teaching mathematics (Case study: 10th grade mathematical physics and experimental sciences students in North Khorasan province- Iran)

The purpose of the present study was to investigate the effectiveness of e-learning systems in teaching mathematics to tenth-grade students in both fields of study mathematical physics and experimental sciences disciplines in North Khorasan province (Northeastern Iran). This research was conducted as applied research and by a descriptive-survey method. The statistical population of the present study includes all tenth-grade students of both mathematical physics and experimental sciences in North Khorasan province (2900 students) and finally, about 340 students were selected using Krejcie and Morgan selection table. The research data collection tool is the standard e-learning questionnaire of Watkins et al. \cite{24}. This questionnaire includes 25 questions and 6 factors (access to technology, motivation, ability to learn through the media, Internet group conversations, and important issues for success in e-learning). In order to test the research hypotheses, the structural equation modelling method with LISREL software version 8.8 was used. The results of factor analysis showed that among the items of skills and continuous communication only two items were ma1 and ma4, among the items of motivation, only item a1, among the items of access to technology only item d2, and among the items of the ability to learn through the media, the two items t1 and t2, among the items of Internet group conversations, only the item g3 and among the items of important issues for success in e-learning, the two items m1 and m3 were approved. Because the factor load of these items is more than 0.4 and also the value of the computational t-statistic is more than the standard value of 1.96. In other words, the more students are equipped with these items, the more successful they will be in learning mathematics through electronic systems. The results also showed that among the variables affecting the evaluation of the success of electronic systems, only the value of the motivation t-statistic (1.97) is higher than the standard value of 1.96. In other words, the results indicate that the more motivated students are, the more they will learn mathematics through electronic systems.