Student Engagement and Learning Motivation in Khan Academy: Evidence from Kiblawan South District Toward Boosting Learners’ Participation

Abstract

The study investigated the level of student engagement and motivation in using Khan Academy, a widely adopted online learning platform. It examined the relationship between these variables and differences across grade levels. While previous studies have explored digital learning tools, limited research has focused on how Khan Academy specifically influences engagement, motivation, and academic performance among secondary students. This study addresses this gap by providing empirical evidence on students’ interaction with the platform and the role of teacher practices in enhancing learning outcomes. The research employed a quantitative descriptive-correlational design involving Junior and Senior High School students as participants. Data were collected using structured questionnaires and platform usage metrics, including proficiency rates and learning minutes. Statistical analyses, including mean, standard deviation, correlation, and t-tests, were applied to interpret the findings. Results indicate that students demonstrated strong engagement and high motivation when using Khan Academy, with Junior High School students exhibiting higher motivation than their Senior High School counterparts. A significant positive correlation was observed between engagement and learning motivation, suggesting that increased interaction with the platform enhances students’ enthusiasm for learning. The findings underscore the importance of technology-enhanced learning platforms in promoting student engagement and motivation. It is recommended that educators strategically implement Khan Academy with tailored instructional strategies to optimize student learning, enhance autonomy, and maintain motivation across developmental stages.