The Impact of Khan Academy Learning Platform on Mathematics Achievement in Primary School Fourth Grade Students

Hakan Ulum

Makale detayları

The Impact of Khan Academy Learning Platform on Mathematics Achievement in Primary School Fourth Grade Students

Yazarlar:

Hakan Ulum

Yayıncı:

Balıkesir University

Ana Başlıklar:

Matematik Eğitimi

Dergi:

Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi Vol.17 Issue Özel Sayı, pp.530-552

Belge Tipi:

Makale

Yayın Tarihi:

10/2023

Belge Dili:

İngilizce

Document ID (Org No.):

2001301767

pISSN:

1307-6086

Anahtar kelimeler:

Özet:

 This study aims to examine the effect of the Khan Academy learning platform on students achievement in mathematics lessons. In the study, the difference between the achievement levels of the experimental and control groups was tested using a pre-test post-test control group design. The study group consists of primary school fourth grade students attending the support and training course. The study was conducted with a total of 60 students. The students in the experimental group were provided with mathematics course contents via the Khan Academy learning platform, and teaching was carried out using these contents. The students in the control group were taught mathematics with the Education Information Network EBA. Firstly, a pre-test was applied to both groups, and the achievement levels of the students were recorded. Then, the Khan Academy learning platform was introduced to the students in the experimental group, and this platform was used in mathematics lessons. The students in the control group were introduced to EBA, and this platform was used in mathematics lessons. After a certain period of time, the post-test was applied to both groups, and the achievement levels of the students were measured again. The difference between the achievement levels of the experimental and control groups was statistically analyzed using the data obtained. As a result of this analysis, it was concluded that the Khan Academy learning platform had a greater effect on students achievement in mathematics.

 This study aims to examine the effect of the Khan Academy learning platform on students achievement in mathematics lessons. In the study, the difference between the achievement levels of the experimental and control groups was tested using a pre-test post-test control group design. The study group consists of primary school fourth grade students attending the support and training course. The study was conducted with a total of 60 students. The students in the experimental group were provided with mathematics course contents via the Khan Academy learning platform, and teaching was carried out using these contents. The students in the control group were taught mathematics with the Education Information Network EBA. Firstly, a pre-test was applied to both groups, and the achievement levels of the students were recorded. Then, the Khan Academy learning platform was introduced to the students in the experimental group, and this platform was used in mathematics lessons. The students in the control group were introduced to EBA, and this platform was used in mathematics lessons. After a certain period of time, the post-test was applied to both groups, and the achievement levels of the students were measured again. The difference between the achievement levels of the experimental and control groups was statistically analyzed using the data obtained. As a result of this analysis, it was concluded that the Khan Academy learning platform had a greater effect on students achievement in mathematics.

 This study aims to examine the effect of the Khan Academy learning platform on students achievement in mathematics lessons. In the study, the difference between the achievement levels of the experimental and control groups was tested using a pre-test post-test control group design. The study group consists of primary school fourth grade students attending the support and training course. The study was conducted with a total of 60 students. The students in the experimental group were provided with mathematics course contents via the Khan Academy learning platform, and teaching was carried out using these contents. The students in the control group were taught mathematics with the Education Information Network EBA. Firstly, a pre-test was applied to both groups, and the achievement levels of the students were recorded. Then, the Khan Academy learning platform was introduced to the students in the experimental group, and this platform was used in mathematics lessons. The students in the control group were introduced to EBA, and this platform was used in mathematics lessons. After a certain period of time, the post-test was applied to both groups, and the achievement levels of the students were measured again. The difference between the achievement levels of the experimental and control groups was statistically analyzed using the data obtained. As a result of this analysis, it was concluded that the Khan Academy learning platform had a greater effect on students achievement in mathematics.

 Bu araştırma, Khan Academy öğrenme platformunun öğrencilerin matematik dersindeki başarısına etkisini incelemeyi amaçlamaktadır. Araştırmada ön test-son test kontrol gruplu desen kullanılarak deney ve kontrol gruplarının başarı düzeyleri arasındaki farklılık test edilmiştir. Çalışma grubu, destekleme ve yetiştirme kursuna devam eden ilkokul dördüncü sınıf öğrencilerden oluşmaktadır. Çalışma 60 öğrenciyle gerçekleştirilmiştir. Deney grubunda yer alan öğrencilere Khan Academy öğrenme platformu üzerinden matematik dersi içerikleri sunulmuş ve bu içerikleri kullanarak öğretim gerçekleştirilmiştir. Kontrol grubundaki öğrencilere ise Eğitim Bilişim Ağı EBA ile matematik dersi işlenmiştir. Öncelikle her iki gruba da ön test uygulanmış ve öğrencilerin başarı düzeyleri kaydedilmiştir. Ardından deney grubundaki öğrencilere Khan Academy öğrenme platformu tanıtılmış ve matematik derslerinde bu platformu kullanılmıştır. Kontrol grubundaki öğrenciler ise EBA tanıtılmış ve derslerde bu platform kullanılmıştır. Belirli bir süre sonra her iki gruba da son test uygulanmış ve öğrencilerin başarı düzeyleri tekrar ölçülmüştür. Elde edilen veriler kullanılarak deney ve kontrol gruplarının başarı düzeyleri arasındaki farklılık istatistiksel olarak analiz edilmiştir. Bu analiz sonucunda Khan Academy öğrenme platformunun öğrencilerin matematik dersindeki başarısına etkisinin daha fazla olduğu sonucuna ulaşılmıştır.

Makale detayları

The Impact of Khan Academy Learning Platform on Mathematics Achievement in Primary School Fourth Grade Students

Yazarlar:

Hakan Ulum

Yayıncı:

Balıkesir University

Ana Başlıklar:

Matematik Eğitimi

Dergi:

Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi Vol.17 Issue Özel Sayı, pp.530-552

Belge Tipi:

Makale

Yayın Tarihi:

10/2023

Belge Dili:

İngilizce

Document ID (Org No.):

2001301767

pISSN:

1307-6086

Khan Academy

Education Information Network (EBA)

primary school

mathematics

achievementKhan Akademi

Eğitim Bilişim Ağı (EBA)

ilkokul

matematik

başarı.

Sayı

Makale detayları

Yazarlar: Hakan Ulum

Yayıncı: Balıkesir University

Ana Başlıklar: Matematik Eğitimi

Dergi: Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi Vol.17 Issue Özel Sayı, pp.530-552

Belge Tipi: Makale

Yayın Tarihi: 10/2023

Belge Dili: İngilizce

Document ID (Org No.): 2001301767

pISSN: 1307-6086

Sayı

Yazarlar:

Hakan Ulum

Yayıncı:

Balıkesir University

Ana Başlıklar:

Matematik Eğitimi

Dergi:

Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi Vol.17 Issue Özel Sayı, pp.530-552

Belge Tipi:

Makale

Yayın Tarihi:

10/2023

Belge Dili:

İngilizce

Document ID (Org No.):

2001301767

pISSN:

1307-6086