Mission Accepted: A Case Study Examining the Relationship of Khan Academy with Student Learning

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dc.contributor.advisorScalise, Kathleen
dc.contributor.authorBarrett, Geoffrey
dc.date.accessioned2018-10-31T22:34:46Z
dc.date.available2018-10-31T22:34:46Z
dc.date.issued2018-10-31
dc.description.abstractThis study examined implementing the online website Khan Academy as a primary resource for mathematics instruction. Participants were high school students aged 15-18 years enrolled in the traditional mathematics courses of Algebra 1, Geometry, and Algebra 2. A pre-test/post-test research design was implemented over the course of a six-week period of instruction. I wanted to examine whether Khan Academy was associated with positive learning outcomes over the six-week period as compared to measures of normalized growth. Additionally, I asked whether a beta program to personalize instruction on Khan Academy was associated with statistically significantly better outcomes compared to the regular Khan Academy course sequences alone. To address my questions, I randomly assigned students into treatment and comparison groups. As a measure of learning growth, I used the Northwest Education Assessment’s Measures of Academic Progress (MAP) to establish a pre-treatment baseline and again at the end of the program to measure learning growth. I compared before and after means. Overall, I found that students in both groups showed overall positive growth, statistically significantly different from normal expected growth. However, I did not find a statistically significant difference between the two groups. In terms of practical implementation, the results of this study suggest that use of Khan Academy as a primary instructional resource is associated with positive learning outcomes in this data set. Further study with larger sample sizes to confirm these preliminary results is recommended.en_US
dc.identifier.urihttps://hdl.handle.net/1794/23919
dc.language.isoen_US
dc.publisherUniversity of Oregon
dc.rightsAll Rights Reserved.
dc.subjectAlternative educationen_US
dc.subjectKhan Academyen_US
dc.subjectLearning Technologiesen_US
dc.subjectMathematics instructionen_US
dc.subjectOnlineen_US
dc.subjectWeb-based instructionen_US
dc.titleMission Accepted: A Case Study Examining the Relationship of Khan Academy with Student Learning
dc.typeElectronic Thesis or Dissertation
thesis.degree.disciplineDepartment of Educational Methodology, Policy, and Leadership
thesis.degree.grantorUniversity of Oregon
thesis.degree.leveldoctoral
thesis.degree.nameD.Ed.

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