Evaluating the Effectiveness of Khan Academy Assisted Instruction on the Proficiency of Grade 11 Students in General Mathematics

Abstract

Mathematics proficiency remains a concern among senior high school students, particularly in developing the knowledge and skills required in General Mathematics. This study examined the effectiveness of Khan Academy-assisted instruction as a supplementary instructional approach for Grade 11 students. The study employed a quasi-experimental design with 63 Grade 11 students enrolled in General Mathematics at a public secondary school in Guihing, Hagonoy, Davao del Sur. One intact class served as the control group and received conventional instruction, while another intact class served as the experimental group and received Khan Academy-assisted instruction. Mathematics proficiency was measured using a 31-item adapted achievement test with a maximum score of 40 points, administered as a pretest and posttest. Descriptive statistics, paired-samples t-tests, and independent-samples t-tests were used to examine changes within groups and differences between groups. The pretest results showed that both groups were at the Beginning level, with no statistically significant difference between the groups, t(61) = −1.53, p = .13. After the intervention, the control group obtained a mean posttest score of 17.00, classified as Beginning, whereas the experimental group obtained a mean score of 31.17, classified as Proficient. The reported independent-samples t-test also indicated a statistically significant difference in posttest scores, t(61) = −40.83, p < .001. Similarly, the gain-score comparison showed a statistically significant difference between the groups, t(61) = −40.65, p < .001, with the experimental group showing a larger mean gain than the control group. These results indicate an observed difference in mathematics proficiency favoring the class that received Khan Academy-assisted instruction. However, because the study involved only one intact class per condition, the observed difference may also reflect class-level factors, and using the same test for the pretest and posttest may have introduced testing or familiarity effects. Therefore, the findings should be interpreted as evidence of an observed group difference rather than as definitive evidence that Khan Academy caused the improvement. The study was limited to Grade 11 students in one public secondary school and focused on mathematics proficiency as measured by the adapted achievement test.