A study on teacher and student satisfaction with the content design of digital textbooks in junior high school mathematics

¹ School of Education, City University of Macau, Macau, China
² Future Education High Precision Innovation Center, Beijing Normal University, Beijing 100875, China

^* Corresponding author: yidai@cityu.edu.mo

Abstract

Amidst the growing adoption of digital textbooks in educational settings, this study delves into the satisfaction levels of both teachers and students regarding the content design of digital textbooks in junior high school mathematics. Utilizing a quantitative survey approach, data were gathered from 231 mathematics teachers and 100 students in junior high schools. The research findings indicate that a significant majority of both teachers (90%) and students (82%) express satisfaction with the digital textbooks, signaling their effectiveness in enhancing the learning experience. Teachers particularly appreciate the interactivity and content customization capabilities, which they find valuable for tailoring lessons to meet individual student needs. Students, on the other hand, highlight the engaging multimedia features and the flexibility for self-paced learning, which enhance their motivation and comprehension. Nonetheless, some concerns were noted, including technical issues and the need for better integration with traditional teaching methods. Overall, the results underscore the potential benefits of digital textbooks in enriching mathematics education and promoting student engagement, while also pointing to areas for improvement to ensure seamless and effective use in the classroom.