Integrating Khan Academy as Video-Based Instruction: A Pre Experimental Action Research on Grade 7 Learners’ Achievement and Engagement
Abstract
Purpose of the study: This action research examined whether integrating Khan Academy video lessons into Grade 7 mathematics classes would improve learners’ achievement and engagement levels, and documented students’ perceptions of the videos after a two-week classroom intervention.
Methodology: A pre-experimental one-group pretest–posttest design was employed. Research instruments included a researcher-made 30-item Mathematics achievement test validated by three in-service teachers (reliability = 0.7742), a Mathematics Engagement Level Questionnaire using a 5-point Likert scale (Cronbach’s α = 0.857), and purposively selected Khan Academy video lessons. Data were analyzed using the Wilcoxon Signed-Rank Test, Spearman’s rho, and thematic analysis.
Main Findings: Post-intervention achievement increased significantly, rising from a mean of 10.42 to 17.62, although most learners remained at the “Beginning” level. Engagement levels also improved after the intervention. The relationship between post-intervention achievement and engagement was weak and not statistically significant. Learners reported clearer understanding, increased enjoyment, and greater motivation, alongside some issues related to audio clarity and retention.
Novelty/Originality of this study: This study contributes to educational research by demonstrating how short, teacher-guided integration of video-based instruction can simultaneously influence mathematics achievement and multidimensional learner engagement in secondary classrooms. By combining validated pre–post quantitative measures with learners’ thematic feedback, the study extends existing evidence on video-based learning by identifying both instructional benefits and implementation constraints (e.g., audio clarity, retention), thereby informing more effective and context-sensitive blending of video resources in mathematics instruction.
References
L. J. Rodríguez-Muñiz, D. Burón, Á. Aguilar-González, and L. Muñiz-Rodríguez, “Secondary mathematics teachers’ perception of their readiness for emergency remote teaching during the COVID-19 pandemic: A case study,” Education Sciences, vol. 11, no. 5, p. 228, 2021, doi: 10.3390/educsci11050228.
K. Roth, Technology in Education: The Ongoing Debate of Access, Adequacy and Equity. 2020.
M. Cabrol and E. Severin, “ICT to improve quality in education—A conceptual framework and indicators in the use of information communication technology for education (ICT4E),” in Assessing the Effects of ICT in Education: Indicators, Criteria and Benchmarks for International Comparisons, Paris, France: OECD, 2010, p. 83.
C. Dziuban, C. R. Graham, P. D. Moskal, A. Norberg, and N. Sicilia, “Blended learning: the new normal and emerging technologies,” Int. J. Educ. Technol. Higher Educ., vol. 15, pp. 1–16, 2018, doi: 10.1186/s41239-017-0087-5.
V. Moodley, “An investigation of learners’ performance in algebra from grades 9 to 11,” Ph.D. dissertation, Univ. of KwaZulu-Natal, Durban, South Africa, 2014.
H. E. Vidergor and P. Ben-Amram, “Khan Academy effectiveness: The case of math secondary students’ perceptions,” Comput. Educ., vol. 157, Art. no. 103985, 2020, doi: 10.1016/j.compedu.2020.103985.
D. Light and E. Pierson, “Increasing student engagement in math: The use of Khan Academy in Chilean classrooms,” Int. J. Educ. Develop. ICT, vol. 10, no. 2, pp. 103–119, 2014.
R. Murphy, L. Gallagher, A. E. Krumm, J. Mislevy, and A. Hafter, Research on the Use of Khan Academy in Schools: Implementation Report. Menlo Park, CA, USA: SRI Int., 2014.
H. L. Harmon, “Innovating a promising practice in high poverty rural school districts,” Rural Educ., vol. 41, no. 3, pp. 26–42, 2021.
R. F. Kizilcec and G. L. Cohen, “Eight-minute self-regulation intervention raises educational attainment at scale in individualist but not collectivist cultures,” Proc. Natl. Acad. Sci. U.S.A., vol. 114, no. 17, pp. 4348–4353, 2017.
J. F. Pane, B. A. Griffin, D. F. McCaffrey, and R. Karam, “Effectiveness of cognitive tutor algebra I at scale,” Educ. Eval. Policy Anal., vol. 36, no. 2, pp. 127–144, 2014, doi: 10.3102/0162373713507480.
A. Barana and M. Marchisio, “An interactive learning environment to empower engagement in mathematics,” 2020.
M. Alonazi, N. Beloff, and M. White, “Exploring determinants of m-government services: A study from the citizens’ perspective in Saudi Arabia,” in Proc. 2019 Federated Conf. Comput. Sci. Inf. Syst. (FedCSIS), 2019.
J. M. Froiland and F. C. Worrell, “Intrinsic motivation, learning goals, engagement, and achievement in a diverse high school,” Psychol. Sch., vol. 53, no. 3, pp. 321–336, 2016, doi: 10.1002/pits.21901.
H. Ran, Y. Kim, and W. G. Secada, “A meta-analysis on the effects of technology’s functions and roles on students’ mathematics achievement in K–12 classrooms,” Journal of Computer Assisted Learning, 2021, doi: 10.1111/jcal.12611.
D. A. Kulik, T. Wagner, S. V. Dmytrieva, G. Kosakowski, F. F. Hingerl, K. V. Chudnenko, and U. R. Berner, “GEM-Selektor geochemical modeling package: revised algorithm and GEMS3K numerical kernel for coupled simulation codes,” Comput. Geosci., vol. 17, pp. 1–24, 2013.
F. Alrabai, “The effects of teachers’ in-class motivational intervention on learners’ EFL achievement,” Appl. Linguist., vol. 37, no. 3, pp. 307–333, 2016, doi: 10.1093/applin/amu021.
F. D. Martin and D. U. Bolliger, “Engagement matters: Student perceptions on the importance of engagement strategies in the online learning environment,” Online Learning Journal, vol. 22, no. 1, pp. 205–222, 2018.
R. Schindler, L. Burkholder, M. Morad, and C. Marsh, “Computer-based technology and student engagement: A critical review of the literature,” International Journal of Educational Technology in Higher Education, vol. 14, no. 25, 2017.
J. A. Fredricks, A. L. Reschly, and S. L. Christenson, Eds., Handbook of Student Engagement Interventions: Working with Disengaged Students. Cambridge, MA, USA: Academic Press, 2019.
T. K. F. Chiu, “Digital support for student engagement in blended learning based on self-determination theory,” Computers in Human Behavior, vol. 124, Art. no. 106909, 2021, doi: 10.1016/j.chb.2021.106909.
N. Mercer and C. Howe, “Explaining the dialogic processes of teaching and learning: The value and potential of sociocultural theory,” Learning, Culture and Social Interaction, vol. 15, pp. 1–8, 2017.
D. Zhang, Z. Fang, and M. Liao, “The impact of teacher’s pedagogical leadership on student achievement: The mediating role of teaching methods,” J. Prof. Capital Community, vol. 9, no. 4, pp. 398–430, 2024, doi: 10.1108/JPCC-11-2023-0074
T. Brafford, B. Harn, B. Clarke, C. T. Doabler, D. Kosty, and K. Scalise, “Implementation factors and their influence on student mathematics outcomes,” Learning Disabilities Research & Practice, vol. 38, no. 1, pp. 5–14, 2023, doi: 10.1111/ldrp.12298.
J. Roschelle, R. D. Pea, C. M. Hoadley, D. N. Gordin, and B. M. Means, “Changing how and what children learn in school with computer-based technologies,” The Future of Children, vol. 16, no. 2, pp. 76–101, 2016.
P. A. Kirschner and J. Sweller, “Why minimal guidance during instruction does not work: An analysis of the failure of constructivist teaching,” Educational Psychologist, vol. 41, no. 2, pp. 75–86, 2018.
G. M. Mahuro and N. Hungi, “Parental participation improves student academic achievement: A case of Iganga and Mayuge districts in Uganda,” Cogent Educ., vol. 3, no. 1, Art. no. 1264170, 2016, doi: 10.1080/2331186X.2016.1264170.
J. Hattie, “Visible learning: A synthesis of over 800 meta-analyses relating to achievement,” Routledge, 2017.
M. R. Reyes, M. A. Brackett, S. E. Rivers, N. A. Elbertson, and P. Salovey, “The interaction effects of program training, dosage, and implementation quality on targeted student outcomes for the RULER approach to social and emotional learning,” Sch. Psychol. Rev., vol. 41, no. 1, pp. 82–99, 2012.
H. E. Vidergor and P. Ben-Amram, “Khan Academy effectiveness: The case of math secondary students’ perceptions,” Computers & Education, vol. 157, Art. no. 103985, 2020, doi: 10.1016/j.compedu.2020.103985.
L. Chen, J. Bae, and R. M. Battista, “The role of technology in enhancing student engagement in mathematics classrooms,” Computers & Education, vol. 165, Art. no. 104149, 2021, doi: 10.1016/j.compedu.2021.104149.
S. Bond, K. Bedenlier, O. Marín, and M. Händel, “Emergency remote teaching in higher education: Mapping the first global online semester,” Int. J. Educ. Technol. High. Educ., vol. 18, no. 50, 2021, doi: 10.1186/s41239-021-00282-x.
J. A. Fredericks, P. C. Blumenfeld, and A. H. Paris, “School engagement: Potential of the concept, state of the evidence,” Rev. Educ. Res., vol. 74, no. 1, pp. 59–109, 2004.
D. Hillmayr, L. Ziernwald, F. Reinhold, S. I. Hofer, and K. M. Reiss, “The potential of digital tools to enhance mathematics and science learning: A meta-analysis,” Computers & Education, vol. 153, Art. no. 103897, 2020, doi: 10.1016/j.compedu.2020.103897.
H. Lei, Y. Cui, and W. Zhou, “Relationships between student engagement and academic achievement: A meta-analysis,” Soc. Behav. Pers., vol. 46, no. 3, pp. 517–528, 2018, doi: 10.2224/sbp.7054.
Y. Zhang, S. Russell, and S. Kelly, “Engagement, achievement, and teacher classroom practices in mathematics: Insights from TIMSS 2011 and PISA 2012,” Studies in Educational Evaluation, vol. 73, Art. no. 101146, 2022, doi: 10.1016/j.stueduc.2022.101146.
J. A. Fredricks, P. C. Blumenfeld, and A. H. Paris, “School engagement: Potential of the concept, state of the evidence,” Review of Educational Research, vol. 74, no. 1, pp. 59–109, 2004.
M. T. Wang and J. S. Eccles, “School context, achievement motivation, and academic engagement: A longitudinal study of school engagement using a multidimensional perspective,” Learn. Instr., vol. 28, pp. 12–23, 2013, doi: 10.1016/j.learninstruc.2013.04.002.
K. L. Rueda-Gómez, L. J. Rodríguez-Muñiz, and L. Muñiz-Rodríguez, “Performance and mathematical self-concept in university students using Khan Academy,” Heliyon, vol. 9, no. 4, Art. no. e15441, 2023, doi: 10.1016/j.heliyon.2023.e15441.
Libraries Without Borders, Transforming Education – Intermediate Study. London, U.K.: Libraries Without Borders, 2014.
Copyright (c) 2026 Eric Lascoña, Douglas A Salazar
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and acknowledge that the Indonesian Journal of Education Research (IJoER) is the first publisher licensed under a Creative Commons Attribution 4.0 International License.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges and earlier and greater citation of published work.
.png)
.png)
