Factors influencing the effectiveness of the micro-credential platform in learning complex integration

Micro-credentials (MCs) are becoming a new and innovative tool in higher education under the Higher Education 4.0 framework. The factors influencing the MCs effectiveness, particularly in learning the complex integration topic, have not, however, been thoroughly investigated. Thus, the purpose of this study is to investigate the factors that influence the effectiveness of the MC platform in learning the topic of complex integration among students of Bachelor of Science (Hons.) Mathematics from Universiti Teknologi MARA. A mixed-methods approach was employed, using a 37-item questionnaire developed via Google Forms. The questionnaire included three parts: part A on demographics, part B on students’ perceptions of the MC platform, and part C on students’ reflections, combining closed-ended Likert-scale and open-ended questions. Instrument quality was ensured through validity and reliability checks. Data were analyzed in three phases: preliminary checks, correlation and regression analysis, and thematic analysis. Quantitative findings indicate that learning opportunity and student satisfaction are key predictors of platform effectiveness. Qualitative insights reinforce these results, highlighting the platform’s structured, flexible, and convenient learning environment as central to students’ motivation, understanding, and engagement. The study provides evidence-based guidance for designing effective MC platforms that enhance learning outcomes in complex mathematics topics.