Khan Academy video-based instructions and students’ performance in mathematics in Yenagoa Local Government Area of Bayelsa State

Abstract

The aim of this study was to assess the impact of Khan Academy Video-based Instruction on students' performance in mathematics. Two research questions and hypotheses guided the investigation, employing a pre-test and post-test quasi-experimental design. The study population comprised Junior Secondary School II (JSS 2) students from Yenagoa Local Government Area (L.G.A.) of Bayelsa State, with a sample size of 100 students selected randomly from two secondary schools within the Yenagoa Education Zone. Data collection utilized the Mathematics Achievement Test (MAT), developed by the researchers and endorsed by three research specialists. The reliability of the instrument was determined using the Kuder-Richardson 20 (K-20) formula, resulting in a reliability index of .79. Analysis of research questions relied on mean and standard deviation calculations, while null hypotheses were assessed using a t-test. The study revealed that students exposed to Khan Academy videos during mathematics instruction demonstrated enhanced academic achievement compared to those taught through conventional methods. There was a significant difference between the mean scores of male and female students instructed in mathematics using Khan Academy Video-Based Instruction. As a recommendation, students should be allocated time to view Khan Academy videos outside of regular class hours, with teachers receiving full support to facilitate optimal learning outcomes from the instructional videos.