270
www.amazoniainvestiga.info ISSN 2322- 6307
DOI: https://doi.org/10.34069/AI/2022.53.05.27
How to Cite:
Alharbi, M.H., & Al Sawy, Y.M. (2022). Using quick response code (QR) to access the educational material at the Saudi's iEN
(National education portal website). Amazonia Investiga, 11(53), 270-287. https://doi.org/10.34069/AI/2022.53.05.27
Using quick response code (QR) to access the educational material at
the Saudi's iEN (National education portal website)
Received: May 3, 2022 Accepted: June 6, 2022
Written by:
Mohammed Hussain Alharbi116
https://orcid.org/0000-0003-4968-2594
Yaser Mohammad Al Sawy117
https://orcid.org/0000-0002-3150-9497
Abstract
The study aimed to identify the use of Quick
Response Code (QR) to access the educational
for the "iEN" website, the national learning
portal in Saudi Arabia. The research team applied
the analytical survey method of the study using
the primary tool (the questionnaire) to a sample
of 911 students of both genders. The study found
extensive and active use of secondary and middle
school students in the Northern Border region in
Saudi Arabia. The study came up with the
following main recommendations: The need to
periodically measure the quality of the iEN's
website's electronic courses to identify and
enhance their strengths, with the need to update
the quality standards of electronic content
provided through the E-learning "iEN" platform.
It is also essential to gradually apply Quick
Response Code in public education in Saudi
Arabia, with the gradual dispensation of the
traditional system in the educational process.
There is a need to expand the dissemination of
the culture of using Quick Response Code among
all segments of society, including students and
faculty, and directing them to benefit from the
advantages of e-learning that respects quality
standards.
Keywords: Quick Response Code, educational
websites, "iEN" website, Mobile education,
Mobile learning devices.
116
Assistant professor- Deanship of Preparatory Year and Supporting Studies - Department of Self-Development Skills Northern
Border University - Saudi Arabia.
117
Associate Professor of Library and Information Science – The Applied College – General Curriculum Dept.- Northern Border
University - Saudi Arabia.
Alharbi, M.H., Al Sawy, Y.M. / Volume 11 - Issue 53: 270-287 / May, 2022
Volume 11 - Issue 53
/ May 2022
271
https:// www.amazoniainvestiga.info ISSN 2322- 6307
Introduction
QR code technology has become one of the main
axes in the educational process; the curricula are
renewed with technology and facilitated upon
correct activation. The term QR code is a
registered trademark of Denso Wave, a
subsidiary of Toyota. (Al Omari & Aal Mousad,
2020).
As young students are experienced technology
users, Code technology in education is an
interacting tool between students and technology
by creating QR code in books and linking it to
references, additional resources (Dabke et al,
2021). Accordingly, QR code technology has
been expanded in the educational process with an
increased focus on enriching traditional teaching
and learning processes by including open
educational resources (OER). (Yip et al, 2016).
It also provides additional references to explain
grammar and allows students to exercise
additional activities. Furthermore (Mogali et al,
2019), it allows unlimited access to YouTube
channels, through which the student can develop
particular skills or increase information and
knowledge. Moreover, it helps to attach
educational aids such as written texts, images,
videos, or educational games in QR code and
provide them to students as continuous
enrichment materials, (Talan, 2020). In addition,
students' handout sheets, which contains
comprehensive summaries of their lessons, can
be uploaded in QR code to save printing effort
and time.
Added to that, QR code helps students to do
homework. For example, students often face
difficulties that require additional explanation to
bypass them or other resources that cannot be
included in the assignment such as educational
videos (Al Dosaki & Al Mousawi, 2020), which
can be converted into QR Code that allow access
to those resources once the learners scan them.
(Abd Alrahman, 2014).
In addition, QR code could be employed to
remind students of exam dates while activating
the immediate connection to the school's Wi-Fi
network, with the possibility of employing QR
code in the flipped classroom (Adkins, 2013),
especially for teachers who use the flipped class
method. They can benefit from the capabilities
provided by the QR code technology (Abdul
Rabu et al, 2019), or an educational video to
prepare for the lesson to be discussed in the
classroom, which enhances mobile learning
methods.
Mobile learning is teaching and learning using
laptops, tablets, or smartphones. Moreover,
individuals can manipulate their learning using
mobile devices, considering their places, times,
needs, and differences (Talan, 2020). Given that
young people are technology users, mobile
technology supports teaching and learning
through mobile learning, distance learning, and
e-learning due to the increasing use of
technology in all fields. Indeed (Ucak, 2019).
Researchers on mobile learning relay reinforce
their research with learning theories: behavioral
learning, constructivist learning, situational
learning, cooperative learning, and lifelong
learning.
Mobile learning can be used in traditional
learning and e-learning. Students can access
subject contents and curricula as they contact
their teachers and schools using the Internet
because mobile learning provides a similar
environment to their classroom (Al Oraini &
Ghanna, 2017). Learners are the center of the
learning process and can communicate with other
learners and coaches and interact with the
curriculum. Psychologically, young learners are
prepared for mobile learning because they have
sufficient knowledge, skill, and experience (Ali
et al, 2017).
This prompted the Ministry of Education in
Saudi Arabia to launch the National Education
Portal (iEN) at the beginning of the 2015-2016
academic year. Textbooks were printed with
lessons supported by a QR code.
Therefore, mobile learning has many advantages,
including that it does not cost much, is easy for
daily use in individual and social learning,
(Durak et al, 2016), the learning process is
affected when mobile devices suffer software
and hardware failures, causing learners to lose
information or be unable to continue with
educational content due to difficulties in Internet
infrastructure or mobile device problems such as
the battery, keyboard (Ahmed & Zaneldin, 2019)
and screen. To fix practical mobile problems,
learners may need to pay a high cost. In fact
(Abeywardena, 2017), learners need to pay
monthly or annual internet renewal costs.
Objectives of the study
The study aimed to identify the impact of using
QR code to access the "iEN" website, which is an
integrated portal for national education in the
Kingdom of Saudi Arabia, through the following:
272
www.amazoniainvestiga.info ISSN 2322- 6307
• Introducing QR code and its use in the
educational process, especially for middle
and secondary education students.
• Providing a set of standards that will achieve
the quality of e-learning for students in the
middle and secondary education stages.
• Presenting a set of recommendations to the
educational community to make the most of
e-learning through the use of QR code.
• Identify the many obstacles preventing
students from making the most of QR code
in e-learning and provide suggestions and
solutions.
• Spreading the culture of using QR code to
achieve the quality of e-learning in public
education in the Kingdom of Saudi Arabia
The importance of the study
The importance of the study stems from the
topic's rarity and originality, which has not been
addressed in many studies. Furthermore, the use
of QR code is one of the modern possibilities that
can be used in the educational process, and which
the student can use it to quickly access the
educational content of their courses and
educational support sites and applications.
Therefore, the impact of studying this topic has
increased, especially in light of the current
technological development in the educational
process in the Kingdom of Saudi Arabia in light
of the Kingdom's vision 2030.
Literature review
(Mogali et al, 2019) studied mobile learning
platforms in medical museums using QR Code
for museum specimens at Lee Kung Chin
College of Medicine, Singapore, where QR Code
was generated to be linked to PDF documents
with annotations, pathology. Questionnaire
responses were obtained from students to verify
the effectiveness of QR as an educational tool.
Most students agreed or strongly agreed that it
was easy to access information about samples by
using QR code 96%. The majority of students
(78%) agreed that QR Code are helpful for their
learning. In comparison, 75% of students felt that
QR Code motivates them to visit the Anatomy
Resource Center.
In this context, (Al Dosaki & Al Mousawi, 2020)
aimed to identify the effect of the Round Robin
strategy supported by QR code technology on the
achievement of fifth-grade students in biology
subject. The research sample was selected from
the fifth scientific-grade students in the Dohuk
governorate in Iraq, and it amounted to (41)
students. The random selection took place in
section (B), consisting of (21) students to
represent the experimental group, and section
(A), consisting of (20) female students to
represent the control group, and a tool was
designed for the achievement test.
(Al Omari & Aal Mousad, 2020) sought to
identify how Arabic teachers use the response
code The Quick Response Code in teaching the
Arabic subject "My Beautiful Language" and
identify the obstacles they face in using this
technology. The questionnaire data contained
two main axes: the extent to which Arabic
teachers use the QR code to teach "My beautiful
language" textbook and the obstacles to using the
QR code in teaching "My beautiful language" by
Arabic teachers. The study results showed
positive attitudes toward the use of QR Code.
In this context, the study (Al Oraini & Ghanna,
2017) aimed to identify the effectiveness of using
QR Code technology on enriching the academic
achievement of abstract concepts in the computer
and information technology course for middle
school students in Riyadh. The study sample
consisted of (44) female students of the second
intermediate grade in Riyadh in the First
Semester of 2016-2017, which consisted of (22)
female students of the experimental group who
learned using QR Code technology and (22)
female students of the control group who learned
using the prevailing method.
In this respect, the (Talan, 2020) meta-analysis
aimed to identify the impact of mobile learning
on learning performance, which included 104
studies on mobile learning published between
2009 and 2019 with 7568 participants. This study
measured two variables: the dependent variable,
there were significant differences in the effects of
mobile learning according to subject/course and
language instruction.
The theoretical framework of the research
QR code
QR code is a two-dimensional code first designed
by Denso, a subsidiary of Toyota in Japan, to
facilitate the tracking of cars during the
manufacturing cycle (El Gabbass, 2015). It then
was spread in all commercial and industrial fields
due to the advantages provided by QR Code and
the volume of data that it can store (Grande &
Pontrello, 2016). The QR code consists of black
units arranged in a specific shape on a white
square-shaped background.
Volume 11 - Issue 53
/ May 2022
273
https:// www.amazoniainvestiga.info ISSN 2322- 6307
In this context, the QR code can be employed in
all fields, whether in the automotive industry or
the commercial tracking of goods, transport
tickets (Cetner, 2015), and the definition of
product prices. Companies also use it extensively
as a practical and quick way to access their
websites through the mobile tag feature
(Mohammad, 2022).
Added to that, version 40 of the QR code can
store 7089 numbers or 4296 between numbers
and letters, which practically means the ability to
contain relatively large data in a small area of no
more than a few square centimeters. It is a feature
that saves paper and ink, which makes QR Code
technology-friendly. On the other hand, QR code
technology provides instant access to links
without retyping them on mobile browsers.
QR code in education
QR code can be used in many fields in education,
where it can be used to teach how to pronounce
difficult words in foreign languages. For this
purpose, an audio file can be created showing the
correct way to pronounce the word and uploaded
it to the web.
QR code can also be used to enable absent
students to catch up on the sessions that they
were unable to attend. The (Ucak, 2019).
A pre-prepared study program can also be
programmed by faculty members and uploaded
through specialized educational websites so that
students have adequate scientific information
about each of those elements by simply scanning
the QR code (Thorne, 2016).
While QR Code can be employed in completing
homework, students often encounter difficulties
that require additional explanation or other
resources that cannot be included in homework.
For example, educational videos can be
converted into QR codes that allow access to
those resources once the learners scan them
(Dabke et al, 2021).
In another framework, QR code can also be
employed in classroom activities that target self-
learning, where a QR code containing the correct
answer can be integrated next to each question to
enable the learner to verify the correctness of his
response (Traser et al, 2015).
As well as, it allows quick access to educational
websites, especially if they are blocked from
appearing when searching for available networks
or if their encryption is complex. Furthermore
(Al Omari & Aal Mousad, 2020), the access
information can be transferred to a QR code that
enables instant connection to the network by
simply scanning it with the mobile phone's
camera (Yip et al, 2016).
In flipped class method, teachers can also take
advantage of the capabilities provided by the QR
code technology by providing students with a QR
code that carries a link to listen to an educational
conversation on the subject of expression
(Grande & Pontrello, 2016).
Methodology
The research Problem
Researchers have a sense of the problem of this
research through the following points:
• The need to study the impact of using QR
code among public education students to
determine the extent of the development of
the educational process.
• Measuring the impact of the contribution of
QR code in increasing academic
achievement and upgrading educational
capabilities through rapid access to
educational courses.
• Determining the strengths and weaknesses
of QR code application in e-learning for
middle and secondary school students.
The problem of the study is evident in studying
the effect of using QR code in improving the
educational process and quick access to
electronic educational resources for students of
intermediate and secondary education in the
Kingdom of Saudi Arabia.
Research questions
The study problem can be formulated by
answering the following main question:
• What is the impact of QR code on
educational benefit and improving the
quality of education outcomes for middle
and secondary education students in Saudi
Arabia?
The main question has many sub-questions are
branched out from the study, which it was keen
to answer within the scope of questions through
follow-up axes, according to the following:
274
www.amazoniainvestiga.info ISSN 2322- 6307
• Is there a relationship between the academic
stage and using QR Code in accessing
academic material on the iEN platform?
• Is there a relationship between mobile
device ownership and the use of QR Code to
access the academic material on the iEN
platform?
• Is there a relationship between the type of
mobile device used and the use of QR Code
in accessing academic material on the iEN
platform?
• Is there a relationship between the type of
mobile device to read the QR code or its
need to install a particular QR code reading
program and the use of QR code to access
the educational material on the iEN
platform?
• Is there a relationship between the
availability of technologies and devices
needed to use QR Code in the textbook and
the use of QR Code in accessing educational
material on the iEN platform?
• Is there a relationship between the academic
stage and the type of mobile device used to
access the educational material on the iEN
platform?
• Is there a relationship between teachers
urging students to use Code to enter the IEN
educational platform and the use of Code to
access the QR code material on the iEN
platform?
• Is there a relationship between the
availability of techniques and mobile
devices needed and the frequency of use of
QR code while studying at home?
• Is there a relationship between the speed of
opening the educational site without
faltering and the frequency of using QR code
while studying at home?
• Is there a relationship between access to the
required educational material directly and
the frequency of using QR code while
studying at home?
• Is there a relationship between students'
frequent use of QR Code at home and their
technical skill?
The research procedures
The researchers followed the following
procedures:
• Determining the theoretical framework of
the research by reviewing the literature,
research, and previous educational studies
related to its subject.
• Building a questionnaire to measure the
impact of QR code on the quality of
education for middle and secondary
education students in the Northern Border
Region in Saudi Arabia.
• Prereviewing the questionnaire in its initial
form by experts and specialized
arbitrators.Preparing the questionnaire in its
final form, in light of the suggestions and
amendments of experts and arbitrators.
• Answring the questionnaire by the research
sample.
• Statistical treatment of data, reaching and
interpreting results, and making
recommendations and proposals.
Research Approach
The study used the analytical survey method; The
main data collection tool (the questionnaire) was
also used to measure the impact of using QR
Code to achieve e-learning and improve students'
academic achievement through the (iEN) portal.
Research limitations
The study was implemented during the First
Semester of 2021/2022, The study was applied to
a large sample of middle and secondary
education students in the Northern Border
Region of Saudi Arabia.
The research sample
The study sample consisted of (911) male and
female students in the Northern Border Region
representing the intermediate and secondary
education stages.
Research Terminology
QR code
A QR code is a machine-readable, graphic visual
code that contains information about the item to
which it is attached (Al Dosaki & Al Mousawi,
2020). Anything else, the pattern on the QR Code
can be alphanumeric, numeric, or binary for more
efficient data storage (Dabke et al, 2021).
E-learning websites
An educational website is a web page created
over the Internet, affiliated with a government or
private entity (Talan, 2020), and specialized in
providing educational services and providing
links specialized in upgrading educational
content and services for faculty members and
students (Babiker, 2016).
Volume 11 - Issue 53
/ May 2022
275
https:// www.amazoniainvestiga.info ISSN 2322- 6307
iEN portal
It is a safe and free portal that simulates the
general education curricula in Saudi Arabia that
supports digital empowerment in education and
the improvement of teaching and learning
processes. (iEN Portal, 2021).
iEN Toolkit
It is an electronic application for the iEN Portal
to be downloaded to smartphones, containing
course textbooks and digital learning materials
for all stages of public education in the Kingdom
of Saudi Arabia (Ien Portal, 2021).
Mobile learning
It is teaching and learning method using laptops,
tablets, and smartphones (Talan, 2020).
Mobile learning devices:
Mobile learning devices: laptops, tablets, and
smartphones (Dabke et al, 2021).
Results and Discussion
All Tables have been manifested by the
authors and under they authorship
()
A: The gender
Table1.
The gender distribution
Gender
Frequency
Percentage
229
682
Authorship: Own
It is clear that the high participation rate of
females is due to the quick response from the
female school administrations in general.
B. The Educational level
Table 2.
The educational level
Female
Percentage
Middle
L
911
100%
Authorship: Own
The high rate of participation for the secondary
education level is due to the high rate of
technology use by secondary education students,
which is affected by age and experience in
dealing with electronic devices.
C. Academic level for the academic year
Table 3.
The academic level for the academic year
Educational
Frequency
Percentage
D
1
0%
A
8
1%
G
2 6
3%
116
13%
760
83%
percentage
911
100%
Authorship: Own
276
www.amazoniainvestiga.info ISSN 2322- 6307
It is viewed that there is a high tendency of
outstanding students to frequent use of QR code
in their learning.
D. The school type
Table 4.
The school type distribution
S
Frequency
Percentage
D
Public
percentage
Private
Authorship: Own
It is clear that public schools' students respond to
the questionnaire more than private schools due
to the significantly higher distribution of public
schools than private schools in the Northern
Border Region.
The second axis: the use of devices and their
availability
1. I use the QR code in the textbook to access
the educational material.
Table 5.
The using of QR code in the textbook
Frequency
Percentage
D
QR code
727
Thepercentage
QR code
educational
QR code
QR Code
educational
Authorship: Own
Significantly, most students use QR Code in
while learning at home.
2. To access the educational material, I use
the QR code found in the textbook using
Table 6.
The using of QR code in the educational material
Devices
Frequency
Percentage
D
M own
582
64%
The
QR
Code educational
F's
92
10%
's
25
3%
28
3%
Authorship: Own
The high percentage of usage across personal
devices is noticeably higher than other types of
ownership.
3. The type of device used
Volume 11 - Issue 53
/ May 2022
277
https:// www.amazoniainvestiga.info ISSN 2322- 6307
Table 7.
The type of device used
Frequency
Percentage
D
S
QR Code
educational s
C
let (iPad) or other
Authorship: Own
According to the elements of the multiple
selections of the devices used, the previous table
shows a remarkable rise in the use of
smartphones to a higher degree than the rest of
the devices. This is because smartphones support
QR code scanning technology more than other
devices.
4. I have the necessary techniques and
devices to use QR Code in the textbook
(such as the Internet, a telephone):
Table 8.
The techniques and device to use QR Code in the textbook
Responses analysis
Mean
Description
Always
Often
Sometimes
Rarely
Never
4.14
High
Frequency
percentage
Frequency
percentage
Frequency
percentage
Frequency
percentage
Frequency
percentage
489
54%
192
21%
132
14%
62
7%
36
4%
Authorship: Own
The majority of students have the necessary
technologies from the Internet, as well as the
availability of the devices required to complete
the entry process through the use of QR code,
where the positive percentage (always - often -
sometimes) reached 89%, while the negative
percentage (never - rarely) reached 11 %.
5. The device I use needs to install a
particular codec reader to use this
technology
Table 9.
Install a particular codec reader to use this technology
Yes
No
Mean
Description
Frequency
Percentage
Frequency
Percentage
3
High
456
50%
455
50%
Authorship: Own
The previous table shows equal percentage of
students' use of built-in codec-reading devices
with students who use devices that need to install
special software that enables them to read codes
in the textbook.
6. My level of experience and skill to use
devices suitable for Code, such as
smartphones - iPad - smart tablets.
278
www.amazoniainvestiga.info ISSN 2322- 6307
Table 10.
Experience and skill to use devices suitable for Code
Responses analysis
Mean
Description
Excellent
Very good
Good
Fair
Poor
4.22
Very high
Frequency
percentage
Frequency
percentage
Frequency
percentage
Frequency
percentage
Frequency
Percentage
483
3%
253
28%
104
11%
38
4%
33
44%
Authorship: Own
As it is clear from the previous table, a high
percentage of students (92%) have sufficient
skills to use Code to access educational material.
7. I use the "iEN Tooklit" application of the
"iEN" website, the national education
portal
Table 11.
iEN Tooklit application of the "iEN" website
Yes
No
Mean
Description
Frequency
Percentage
Frequency
Percentage
2.92
High
483
48%
473
52%
Authorship: Own
The previous table also shows that a high percentage of students (52%) do not use the "iEN Tooklit" of the
"iEN" website, the national education portal.
The third axis: the experience of using QR Code in the educational process
1. I know about the use of QR Code in the textbook:
Table 12.
The using of QR Code in the textbook
Items
Frequency
Percentage
Mean
Description
By myself
421
46%
2.35
High
By family (parents
and brothers….)
102
11%
By school teachers
388
43%
Authorship: Own
2. School teachers encourage me to use the QR code in the textbook:
Table 13.
The School teachers encourage me the QR code in the textbook
Yes
No
Mean
Description
Frequency
Percentage
Frequency
Percentage
3.29
High
521
57%
390
43%
Authorship: Own
The previous table shows that a high percentage of
students (43%) reported that there is no role for
teachers, either by introducing them to the method
of using QR code in the textbook or urging them to
use it.
3. My use of QR code while studying at
home is frequent:
Volume 11 - Issue 53
/ May 2022
279
https:// www.amazoniainvestiga.info ISSN 2322- 6307
Table 14.
The using of QR code while studying at home is frequent
Items
Frequency
Percentage
Mean
Description
Daily
109
12%
2.71
High
Weekly
278
31%
Monthly
96
11%
By semester
92
10%
Outside the house
152
17%
Total usage
727
100%
Authorship: Own
4. By using QR Code in textbook, the educational Portal "iEN" opens quickly (without faltering or
slowing down).
Table 15.
The using of QR code for the quickly opening
Responses analysis
Mean
Description
Always
Often
Sometimes
Rarely
Never
3.41
High
Frequency
percentage
Frequency
percentage
Frequency
percentage
Frequency
percentage
Frequency
Percentage
209
23%
307
34%
182
20%
72
8%
141
15%
Authorship: Own
It is clear from the previous table that there is a none
tiny percentage of students (43%) who reported that
the opening of the educational website "iEN" was
stuck or slow when using QR code, while (57%) of
them said that they quickly accessed it without
stumbling.
5. The site opened by the QR code "iEN the
national education portal" is clear and
easy to navigate between its activities
Table 16.
The using of QR code for the easy and clear opening
Responses analysis
Mean
Description
Always
Often
Sometimes
Rarely
Never
3.41
High
Frequency
percentage
Frequency
percentage
Frequency
percentage
Frequency
percentage
Frequency
Percentage
290
32%
280
31%
141
15%
65
7%
135
15%
Authorship: Own
Also, not a tiny percentage of students (37%)
reported that it was not easy to move between iEN's
activities, compared to (63%) of them who stated
that the portal is clear and easy to move between its
activities.
6. Using QR code, I access the required
educational material directly
280
www.amazoniainvestiga.info ISSN 2322- 6307
Table 17.
The using of QR code for the directly access
Responses analysis
Mean
Description
Always
Often
Sometimes
Rarely
Never
3.58
High
Frequency
percentage
Frequency
percentage
Frequency
percentage
Frequency
percentage
Frequency
Percentage
364
40%
216
24%
148
16%
47
5%
136
15%
Authorship: Own
The previous table showed that 64% of the students
reported that QR code communicates the required
educational material directly, while (36%) of them
reported the opposite.
7. The school subjects in which I use QR
code the most are (more than one subject
can be specified):
Table 18.
The using of QR code for the different subjects
Items
Frequency
Percentage
Description
Mathematics
386
42%
The highest percentage
Arabic
238
26%
Religious studies
228
25%
Science (chemistry-physics-
biology)
187
21%
Computer science
187
21%
English
120
13%
Family and arts education
64
7%
Social studies (geography and
history)
59
6%
Management skills
55
6%
Authorship: Own
The previous table also shows that a high
percentage of students (42%) use QR code in
mathematics, then Arabic (26%), science (25%),
and computers (21%) in close percentages.
8. I use QR code while studying at home
with a purpose (more than one option can
be selected):
Table 19.
The using of QR code for the different options
Items
Frequency
Percentage
Description
Comprehension
The highest percentage
Mock exams
ing
ing ation
Authorship: Own
9. I enjoy learning (performing home activities and studying) using QR code technology.
Volume 11 - Issue 53
/ May 2022
281
https:// www.amazoniainvestiga.info ISSN 2322- 6307
Table 20.
The using of QR code for the performing home activities and studying
Responses analysis
Mean
Description
Always
Often
Sometimes
Rarely
Never
3.23
Medium
Frequency
percentage
Frequency
percentage
Frequency
percentage
Frequency
percentage
Frequency
percentage
203
22%
234
26%
220
24%
78
9%
176
19%
Authorship: Own
Table 21.
The using of QR code for the school activities
Items (10-11-12-13)
Responses analysis
Mean
Description
Strongly
agree
Agree
Neutral
Disagree
Strongly
disagree
Frequency
percentage
Frequency
percentage
Frequency
percentage
Frequency
percentage
Frequency
percentage
QR code
.
211
23%
446
49%
150
16%
46
5%
58
6%
3.77
High
iEN
QR
Code
.
199
22%
365
40%
210
23%
66
7%
71
8%
3.61
High
QR code
198
22%
405
44%
202
22%
50
5%
56
6%
3.70
High
QR code
iEN
206
23%
392
43%
190
21%
50
5%
73
8%
3.67
High
Authorship: Own
The previous table also shows that (72%) of the
students believe that learning and performing
school activities at home through the iEN
platform using QR code is useful. Indeed, (62%)
of them say that it is better than learning with the
textbook only. (66%) of them believe that the
material that the QR codedelivers on the iEN
platform is what they need to learn at home and
that it increases their desire for home learning
and doing homework more than using the
textbook alone.
Analytical discussion of the trends of
relationships between variables and
measuring stability
Question: Is there a relationship between the
academic stage and QR codein accessing
educational material on the iEN platform?
Cases * stage Cross tabulation
282
www.amazoniainvestiga.info ISSN 2322- 6307
Table 22.
The Cases * stage Cross tabulation Count
Stage
Total
1.00
2.00
3.00
4.00
Cases
1.00
7
6
20
96
129
2.00
2
8
52
416
478
33.00
10
3
35
256
304
Total
19
17
107
768
911
Chi-Square Tests
Table 23.
Chi-Square Tests
Value
df
Asymp. Sig. (2-sided)
Pearson Chi-Square
25.890a
6
.000
Likelihood Ratio
25.180
6
.000
Linear-by-Linear
Association
3.019
1
.082
N of Valid Cases
911
Authorship: Own
It is viewed that the calculated value is 25.89
greater than the tabular value of 12.59, so the
answer to this question is yes.
Symmetric Measures
Table 24.
Symmetric Measures
Value
Asymp. Std.
Errora
Approx. Tb
Approx. Sig.
Interval by
Interval
Pearson's R
.058
.041
1.739
.082c
Ordinal by
Ordinal
Spearman Correlation
.049
.037
1.484
.138c
N of Valid Cases
911
Authorship: Own
Question: Is there a relationship between the
academic stage and the type of device used to
access the educational material on the iEN
platform?
Case Processing Summary
Table 25.
Case Processing Summary
Cases
Valid
Missing
Total
N
Percent
N
Percent
N
Percent
Devices * stages
1054
100.0%
0
0.0%
1054
100.0%
Chi-Square Tests
Volume 11 - Issue 53
/ May 2022
283
https:// www.amazoniainvestiga.info ISSN 2322- 6307
Table 26.
Chi-Square Tests
Value
Df
Asymp. Sig. (2-sided)
Pearson Chi-Square
41.059a
9
.000
Likelihood Ratio
52.932
9
.000
Linear-by-Linear Association
7.671
1
.006
N of Valid Cases
1054
The calculated value is 41.059, greater than the
tabulated value of 16.919, so the answer is yes.
There is a relationship between the school stage
and the mobile devices used to access the
educational material. It is clear that the
"secondary" school stage is the largest
percentage. This can be attributed to the fact that
students at this age have their own smartphone
devices, which can easily access the educational
material on the iEN platform.
Symmetric Measures
Table 27.
Symmetric Measures
Value
Asymp.
Std. Errora
Approx.
Tb
Approx. Sig.
Interval by
Interval
Pearson's R
.085
.028
2.778
.006c
Ordinal by
Ordinal
Spearman Correlation
.137
.029
4.476
.000c
N of Valid Cases
1054
Authorship: Own
Question: Is there a relationship between
school teachers urging students to use Code to
access the iEN educational platform?
Case Processing Summary
Table 28.
Case Processing Summary
Cases
Valid
Missing
Total
N
Percent
N
Percent
N
Percent
YESNO * type
911
100.0%
0
0.0%
911
100.0%
Chi-Square Tests
Table 29.
Chi-Square Tests
Value
Df
Asymp. Sig.
(2-sided)
Exact Sig.
(2-sided)
Exact Sig.
(1-sided)
Pearson Chi-Square
.054a
1
.817
Continuity
Correctionb
.016
1
.900
Likelihood Ratio
.054
1
.817
Fisher's Exact Test
.833
.452
Linear-by-Linear
Association
.053
1
.817
N of Valid Cases
911
Authorship: Own
284
www.amazoniainvestiga.info ISSN 2322- 6307
Symmetric Measures
Table 30.
Symmetric Measures
Value
Asymp. Std.
Errora
Approx. Tb
Approx.
Sig.
Interval by
Interval
Pearson's R
.008
.033
.231
.817c
Ordinal by
Ordinal
Spearman Correlation
.008
.033
.231
.817c
N of Valid Cases
911
Authorship: Own
Question: Is there a relationship between the
school stage and the availability of technologies
and devices needed to use Code in the textbook?
Case Processing Summary
Table 31.
Case Processing Summary
Cases
Valid
Missing
Total
N
Percent
N
Percent
N
Percent
TechAvability * stages
911
100.0%
0
0.0%
911
100.0%
Authorship: Own
Chi-Square Tests
Table 32.
Chi-Square Tests
Value
Df
Asymp. Sig. (2-sided)
Pearson Chi-Square
26.224a
12
.010
Likelihood Ratio
25.485
12
.013
Linear-by-Linear Association
3.449
1
.063
N of Valid Cases
911
Authorship: Own
The calculated value is 26.224, which is greater
than the tabular value of 21.026, so the answer to
this question is yes.
There is a relationship between the school stage
and the availability of the techniques and devices
necessary to use QR codein the textbook to
access the scientific material. It is clear that the
"secondary" school stage is the largest
percentage. This can be attributed to the fact that
students in this age stage can provide modern
technologies, adjust the preparation of devices
and download programs for reading QR Code,
and also for secondary school students need extra
help to understand their lessons compared to
middle school.
Symmetric Measures
Table 33.
Symmetric Measures
Value
Asymp. Std. Errora
Approx. Tb
Approx. Sig.
Interval by Interval
Pearson's R
-.062
.032
-1.860
.063c
Ordinal by Ordinal
Spearman
Correlation
-.043
.034
-1.306
.192c
N of Valid Cases
911
Authorship: Own
Volume 11 - Issue 53
/ May 2022
285
https:// www.amazoniainvestiga.info ISSN 2322- 6307
Question: Is there a relationship between
students' frequent use of QR codewhile
studying at home and their technical skill?
Case Processing Summary
Table 34.
Case Processing Summary
Cases
Valid
Missing
Total
N
Percent
N
Percent
N
Percent
Skills *
FRe
577
100.0%
0
0.0%
577
100.0%
Authorship: Own
Chi-Square Tests
Table 35.
Chi-Square Tests
Value
df
Asymp. Sig. (2-sided)
Pearson Chi-Square
34.405a
12
.001
Likelihood Ratio
30.662
12
.002
Linear-by-Linear
Association
6.677
1
.010
N of Valid Cases
577
Authorship: Own
The calculated value is 34.405, which is higher
than the tabular value of 21.26, so the answer to
this question is yes.
There is a relationship between students' use of
QR Codewhile studying at home frequently
(daily - weekly - monthly - semester) and how
they possess technical skills.
Where it is clear that students use QR Code
weekly to access the scientific material on the
iEN platform more than any other time range
(daily - monthly - semester), and this is because
teaching these materials is not daily on that
platform. Still, it can be weekly, especially in
high school.
Symmetric Measures
Table 36.
Symmetric Measures
Value
Asymp. Std.
Errora
Approx.
Tb
Approx.
Sig.
Interval by
Interval
Pearson's R
-.108
.046
-2.597
.010c
Ordinal by
Ordinal
Spearman Correlation
-.098
.044
-2.351
.019c
N of Valid Cases
577
Authorship: Own
a. Not assuming the null hypothesis.
b. Using the asymptotic standard error
assuming the null hypothesis.
c. Based on normal approximation.
Conclusions
The Ministry of Education in Saudi Arabia
succeeds increasing the use of the QR code
technology by secondary school students, which
are technology skilled, to reach the “iEN”
website in their learning. However, the ministry
should put more effort to increase middle school
students using it. It may encourage teachers to
spread the culture of using QR code technology
among public school. Indeed, most of students
use their own smartphone devices to scan the QR
code, however most of middle school students do
286
www.amazoniainvestiga.info ISSN 2322- 6307
not own a smartphone due to their age or other
circumstances. Furthermore, the students are
equipped with the required technologies as well
as enough skills to benefit from the QR code
technology.
iEN website needs to be updated and resolve
technical problems that make it hard to be
navigated or slow down opening its learning
materials. Also, QR code on students’ textbooks
should direct them to the learning materials,
which drew young students’ attention and add
value to the textbook contents. The majority of
students believe that iEN platform is useful,
better than learning with textbook only, and it
increases their desire in their learning and doing
homework at home.
Recommendations
• The necessity of periodically measuring the
quality of electronic courses available on the
iEN portal is necessary to identify and
strengthen strengths and discover
weaknesses and address them permanently.
• The necessity of updating the quality
standards of e-content provided through the
e-learning "iEN" platform.
• The necessity of gradual application of QR
Code in public education in the Kingdom of
Saudi Arabia and dispensing with the
traditional system in education for the
educational process.
• The necessity of spreading the culture of
using QR Code among all segments of
society, including students and faculty, and
directing them towards benefiting from the
advantages of e-learning that respects
quality standards.
• The necessity of future planning to pursue
the difficulties that impede the use of QR
code in the educational process.
Bibliographic references
Abd Alrahman, M. (2014). New Technique to
Embed Encrypted QR Code in Colored Image
by Using First and Third LSB. (Master
Degree). Middle East University,
Information Technology College, Jordan,
73 p.
https://meu.edu.jo/libraryTheses/5874af903c
7ce_1.pdf
Abdul Rabu, S., Hussin, H., & Bervell, B. (Jan
2019). QR Code Utilization in a Large
Classroom: Higher Education Students'
Initial Perceptions. Education and
Information Technologies, 24(1), 359-384.
DOI: 10.1007/s10639-018-9779-2
Abeywardena, I. (2017). Print2Screen Mobile
App: Embedding Multimedia in Printed ODL
Course Materials Using QR Code. Journal of
Learning for Development, 4(3), 366-374.
Adkins, M., Wajciechowski, M., & Scantling, E.
(2013). The Mystery Behind the Code:
Differentiated Instruction with Quick
Response Codes in Secondary Physical
Education. Strategies: A Journal for Physical
and Sport Educators, 26(6), 17-22.
https://doi.org/10.1080/08924562.2013.8394
32
Ahmed, W., & Zaneldin, E. (2019). Blending QR
Code with Video Learning in the Pedagogical
Process for the College Foundation Level.
Interactive Technology and Smart Education,
17(1), 67-85. https://doi.org/10.1108/ITSE-
08-2019-0043
Al Dosaki, H., & Al Mousawi, S. (2020). The
Effect of Round Robin Strategy Supported by
QR Code Technology in the Achievement of
Scientific Fifth Grade Students in Biology.
Journal of Arts, Literature, Humanities and
Sociology, Emirates College of Educational
Sciences, (56), 268–282. Doi:
https://doi.org/10.33193/JALHSS.56.2020.1
75
Al Omari, N., & Aal Mousad, A. (2020). The
Reality of using Arabic language teachers in
Riyadh city of the QR Code technology in
teaching beautiful language. Specialized
international educational journal, 9(3), 33-43.
Doi: https://doi.org/10.36752/1764-009-003-
003
Al Oraini, N., & Ghanna, A. (2017). The
effectiveness of using QR Code technology to
enrich the academic achievement of abstract
concepts in the computer and information
technology course for middle school students
in Riyadh. Educational and social studies,
23(1), 957–1004.
Ali, N., Santos, I., & Areepattamannil, S.
(Jan 2017). Pre-Service Teachers' Perception
of Quick Response (QR) Code Integration in
Classroom Activities. Turkish Online Journal
of Educational Technology - TOJET, 16(1),
93-100
Babiker, N. (2016). The Modified QR
Factorization and its Applications. (Master
Degree). Um Dorman Islamic university,
High research college, Sudan, 197 p. (in
Arabic)
Cetner, M. (2015). Using QR Code in
Classrooms. Mathematics Teacher, 109(2),
148-151.
DOI: https://doi.org/10.5951/mathteacher.1
09.2.0148
Dabke, R., Harrell, M., Melaku, S., Ray, L., &
Turner, H. (Oct 2021). QR Code Labels and
Volume 11 - Issue 53
/ May 2022
287
https:// www.amazoniainvestiga.info ISSN 2322- 6307
Audio Commentaries for Commonly Used
Chemistry Laboratory Apparatus: An
Assisted Learning Experience for Visually
Impaired Students. Journal of Chemical
Education, 98(10), 3395-3399.
https://doi.org/10.1021/acs.jchemed.1c00058
Durak, G., Ozkeskin, E., & Ataizi, M. (April
2016). QR Code in Education and
Communication. Turkish Online Journal of
Distance Education, 17(2), 42-58.
El Gabbass, N. (2015). Educational Potentials of
QR Code for English Teachers (Structure and
Applications). Educational and social
researches Journal, Helwan University,
Faculty of Education, 21(4), 19-45.
Grande, M., & Pontrello, C. (2016). Teacher
Candidates Implementing Universal Design
for Learning: Enhancing Picture Books with
QR Code. Journal on School Educational
Technology, 12(2), 11-23.
Ien Portal. (2021). Ein Ethraia. Retrived from:
https://www.ien.edu.sa/Home/Dashbord
Mogali, S., Vallabhajosyula,R., Ng, Chee H.,
Lim, D., Ang, E., & Abrahams, P. (2019).
Scan and Learn: Quick Response Code
Enabled Museum for Mobile Learning of
Anatomy and Pathology. Anatomical
Sciences Education, 12(6), 664-
672. DOI: https://doi.org/10.1002/ase.1848
Mohammad, F. (2022). Using Strategies "QR
code & Robin Round": Children's Clothing
Course. Journal of Research in the Fields of
Specific Education, Minya University, (40),
423-454. DOI:
10.21608/jedu.2021.94962.1459
Talan, T. (2020). The Effect of Mobile Learning
on Learning Performance: A Meta-Analysis
Study. Educational Sciences: Theory &
Practice, 20(1), 79–103. https://doi-
org.ezproxy.indstate.edu/10.12738/jestp.202
0.1.006
Thorne, T. (September 2016). Augmenting
Classroom Practices with QR Code. TESOL
Journal, 7(3), 746-754.
https://doi.org/10.1002/tesj.257
Traser, C. Hoffman, L., Seifert, M., & Wilson, A.
(2015). Investigating the Use of Quick
Response Codes in the Gross Anatomy
Laboratory. Anatomical Sciences Education,
8(5), 421-428.
https://doi.org/10.1002/ase.1499
Ucak, E. (2019). Teaching Materials Developed
Using QR Code Technology in Science
Classes. International Journal of Progressive
Education, 15(4), 215-228. Doi:
10.29329/ijpe.2019.203.16
Yip, T., Melling, L., & Shaw, K. (Sep 2016).
Evaluation of an Online Instructional
Database Accessed by QR Code to Support
Biochemistry Practical Laboratory Classes.
Journal of Chemical Education, 93(9),
1556-1560.
https://doi.org/10.1021/acs.jchemed.6b0018
4
