Teachers' Perception of the Delima Platform in Mathematics Teaching in National Type Chinese Schools in Johor Bahru District

Abstract

The advancement of digital education in Malaysia has accelerated the adoption of integrated learning platforms, such as the Digital Educational Learning Initiative Malaysia (DELIMa), to enhance teaching and learning, particularly in mathematics. Developed by the Ministry of Education Malaysia, DELIMa provides both educators and students with access to a wide range of digital resources, interactive content, and online tools that facilitate the integration of technology into instructional practices. The effectiveness of such platforms, however, largely depends on teachers’ perceptions, acceptance, and readiness, as they are the main facilitators of classroom instruction. This study aims to examine the levels of acceptance and readiness among mathematics teachers in using DELIMa for mathematics instruction in Chinese National Type Schools within the Johor Bahru district, as well as to determine whether these levels differ according to age. A quantitative survey design was adopted, involving 80 mathematics teachers from eight schools selected through cluster random sampling. Data were collected using a structured questionnaire based on a five-point Likert scale and analyzed using descriptive and inferential statistics with SPSS. The findings reveal that teachers display high levels of acceptance (mean = 4.113) and readiness (mean = 4.02) toward the DELIMa platform, indicating positive perceptions regarding its usability, functionality, and relevance in supporting lesson preparation, classroom management, and student assessment. Additionally, the Kruskal–Wallis test shows no significant differences in acceptance or readiness across age groups. Overall, the study demonstrates that DELIMa is positively received by teachers and holds significant potential to support effective mathematics teaching, suggesting that integrated digital platforms can play an important role in promoting interactive and student-centered learning in Malaysian primary schools.