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Khan Academy as supplemental instruction: A controlled study of a computer-based mathematics intervention
Kelly, Daniel and Rutherford, Teomara

PublishedJune 2017
Type of workSpecial Issue: Outcomes of Openness: Empirical Reports on the Implementation of OER
JournalThe International Review of Research in Open and Distributed Learning
Volume 18, Issue 4, Pages 70-77

ABSTRACT
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.

Keywords Khan Academy · mathematics education · Open Educational Resources · supplemental instruction

Published atAthabasca, AB
ISSN1492-3831
Other number4
RefereedYes
Rightsby/4.0
DOI10.19173/irrodl.v18i4.2984
URLhttp://www.irrodl.org/index.php/irrodl/article/view/2984
Export optionsBibTex · EndNote · Tagged XML · Google Scholar



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