Khan Academy as Supplemental Instruction: A Controlled Study of a Computer-Based Mathematics Intervention

Khan Academy is a large and popular open educational resource (OER) with little empirical study into its impact on student achievement in mathematics when used in schools. In this study, we examined the use of Khan Academy as a mathematics intervention among seventh grade students over a 4-week peri...

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Autores principales:	Daniel Patrick Kelly, Teomara Rutherford
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2017
Materias:	Khan Academy mathematics education open educational resources supplemental instruction Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/9f7048667bde4350a97aebb5170c8713
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id	oai:doaj.org-article:9f7048667bde4350a97aebb5170c8713
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spelling	oai:doaj.org-article:9f7048667bde4350a97aebb5170c87132021-12-02T18:03:00ZKhan Academy as Supplemental Instruction: A Controlled Study of a Computer-Based Mathematics Intervention10.19173/irrodl.v18i4.29841492-3831https://doaj.org/article/9f7048667bde4350a97aebb5170c87132017-06-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/2984https://doaj.org/toc/1492-3831Khan Academy is a large and popular open educational resource (OER) with little empirical study into its impact on student achievement in mathematics when used in schools. In this study, we examined the use of Khan Academy as a mathematics intervention among seventh grade students over a 4-week period versus a control group. We also compared differences between students who had supplemental mathematics instruction and those who had not. In both cases, we found no statistically significant differences in student test scores. Khan Academy has several internal metrics used to track student performance and use. We found significant relationships between these metrics and student test scores in this study. Khan Academy and other OER provide access to information and knowledge to large numbers of the population. This research adds to the discourse methods by which Khan Academy and other OER may affect learners. Daniel Patrick KellyTeomara RutherfordAthabasca University PressarticleKhan Academymathematics educationopen educational resourcessupplemental instructionSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 18, Iss 4 (2017)
institution	DOAJ
collection	DOAJ
language	EN
topic	Khan Academy mathematics education open educational resources supplemental instruction Special aspects of education LC8-6691
spellingShingle	Khan Academy mathematics education open educational resources supplemental instruction Special aspects of education LC8-6691 Daniel Patrick Kelly Teomara Rutherford Khan Academy as Supplemental Instruction: A Controlled Study of a Computer-Based Mathematics Intervention
description	Khan Academy is a large and popular open educational resource (OER) with little empirical study into its impact on student achievement in mathematics when used in schools. In this study, we examined the use of Khan Academy as a mathematics intervention among seventh grade students over a 4-week period versus a control group. We also compared differences between students who had supplemental mathematics instruction and those who had not. In both cases, we found no statistically significant differences in student test scores. Khan Academy has several internal metrics used to track student performance and use. We found significant relationships between these metrics and student test scores in this study. Khan Academy and other OER provide access to information and knowledge to large numbers of the population. This research adds to the discourse methods by which Khan Academy and other OER may affect learners.
format	article
author	Daniel Patrick Kelly Teomara Rutherford
author_facet	Daniel Patrick Kelly Teomara Rutherford
author_sort	Daniel Patrick Kelly
title	Khan Academy as Supplemental Instruction: A Controlled Study of a Computer-Based Mathematics Intervention
title_short	Khan Academy as Supplemental Instruction: A Controlled Study of a Computer-Based Mathematics Intervention
title_full	Khan Academy as Supplemental Instruction: A Controlled Study of a Computer-Based Mathematics Intervention
title_fullStr	Khan Academy as Supplemental Instruction: A Controlled Study of a Computer-Based Mathematics Intervention
title_full_unstemmed	Khan Academy as Supplemental Instruction: A Controlled Study of a Computer-Based Mathematics Intervention
title_sort	khan academy as supplemental instruction: a controlled study of a computer-based mathematics intervention
publisher	Athabasca University Press
publishDate	2017
url	https://doaj.org/article/9f7048667bde4350a97aebb5170c8713
work_keys_str_mv	AT danielpatrickkelly khanacademyassupplementalinstructionacontrolledstudyofacomputerbasedmathematicsintervention AT teomararutherford khanacademyassupplementalinstructionacontrolledstudyofacomputerbasedmathematicsintervention
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Khan Academy as Supplemental Instruction: A Controlled Study of a Computer-Based Mathematics Intervention

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