Analyzing the Impact of Analytic Hierarchy Process on Moodle Activities: Enhancing Sustained Learning and Overcoming Cultural Hesitancy

This research examines the impact of the Analytic Hierarchy Process (AHP) on Moodle activities, specifically focusing on sustained learning and cultural hesitancy. It proposes an innovative approach to revolutionize education by integrating teaching strategies, techniques, and assessments to cater to diverse competencies. Addressing the challenge of limited participation, particularly within Arabic culture, is a top priority. Priority rankings were determined by analyzing and integrating 133 students and 9 expert judgments using AHP. The results were obtained by averaging the evaluations from students and experts, ensuring fairness and accuracy of judgment from multiple perspectives. The integrated results indicate that interactive content activity scored the highest priority at 34.25% (rank 1), followed by chat activity at 28.50% (rank 2), forums activity at 13.55% (rank 3), and workshop activity at 10.00% (rank 4). The remaining three activities scored less than 9.00% priority. These accurate results, obtained through an integrated priority methodology, provide strong support for decision-makers in the education system, enhancing sustained learning and overcoming cultural hesitancy. This study contributes valuable insights to enhance student participation and performance, promoting educational advancement and fostering an effective learning environment.