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Khan Academy Öğrenme Platformunun İlkokul 4. Sınıf Öğrencilerinin Matematik Başarısı Üzerindeki Etkisi

Year 2023, Volume: 17 Issue: Özel Sayı, 530 - 552, 20.10.2023

Hakan Ulum

https://doi.org/10.17522/balikesirnef.1348871

Abstract

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.

Keywords

Khan Akademi Eğitim Bilişim Ağı (EBA) ilkokul matematik başarı.

References

  • Akbaş, E. E. (2019). The impact of EBA (Educational Informatics Network) assisted mathematics teaching in 5th grade fractions on students' achievements. Journal of Computer and Education Research, 7(13), 120-145. https://doi.org/10.18009/jcer.531953
  • Altun, M. (2006). Developments in mathematics teaching. Journal of Uludağ University Faculty of Education, 19(2), 223-238. Retrieved from https://dergipark.org.tr/en/pub/uefad/issue/16684/173367
  • Atasoy, M., & Nayir, Ö. Y. (2019). Student views on the use of Education Informatics Network (EBA) video modules in mathematics course. International Journal of Science and Education, 2(1), 24-37. Retrieved from https://dergipark.org.tr/tr/pub/ubed/issue/48031/576936
  • Bakırcı, H., Doğdu, N., & Artun, H. (2021). Investigation of professional achievements and problems of science teachers in the distance education process of Covid-19 pandemic period. Ahi Evran University Institute of Social Sciences Journal 7(2), 640-658. https://doi.org/10.31592/aeusbed.909184
  • Bertiz, Y. (2017). Evaluating the usability of online social education platforms: The example of Education Information Network (EBA) system. Journal of Science Education Art and Technology, 1(2), 62-76. Retrieved from https://dergipark.org.tr/en/pub/bestdergi/issue/37868/437540
  • Bütüner, S. Ö. (2006). Book review - primary education mathematics course 6-8th grades curriculum book MEB, board of education and discipline presidency. Elementary Online, 5(2), 123-125. Retrieved from https://dergipark.org.tr/tr/pub/ilkonline/issue/8606/107215
  • Büyüköztürk, Ş. (2007). Deneysel tasarımlar: Öntest-sontest kontrol gruplu desen ve veri analizi [Experimental designs: Pre-test post-test control group design and data analysis] (2nd ed.). Pegem Akademi.
  • Büyüköztürk, Ş., Çakmak-Kılıç, E., Akgün-Erkan, Ö., Karadeniz, Ş., & Demirel, F. (2012). Bilimsel araştırma yöntemleri [Scientific research methods] (11th ed.). Pegem Akademi.
  • Chu, L., Nautiyal, A., Rais, S., & Yamtich, H. (2018). Does Khan Academy work? Retrieved from https://www.ischool.berkeley.edu/sites/default/files/sproject_attachments/w241_final_report_does_khan_work.pdf
  • Çoruk, H., & Çakır, R. (2017). The effect of multimedia use on primary school students' academic achievement and anxiety. Turkish Journal of Computer and Mathematics Education, 8(1), 1-27. Retrieved from https://dergipark.org.tr/tr/pub/turkbilmat/issue/27238/286655
  • Coşkunserçe, O., & İşçitürk, G. B. (2019). A case study on increasing students' awareness about the educational information network (EBA) platform. Journal of Qualitative Research in Education, 7(1), 260-276. https://doi.org/10.14689/issn.2148-2624.1.7c1s.12m
  • Da Silva, R. R. A., & Coutinho, A. E. V. B. (2020). The use of the Khan Academy platform for teaching maths in Brazil: A systematic review. Revista Novas Tecnologias Na Educação, 18(2), 101-110. https://doi.org/10.22456/1679-1916.110208
  • Dickinson, B. D. (2016). One-to-one mobile devices in rural school districts: A mixed methods study investigating the impact of Khan Academy on mathematics achievement and teacher pedagogy [Unpublished doctoral dissertation]. Northwest Nazarene University.
  • DiSalvo, B., & Morrison, B. (2013). Critique of “Gamification” in Khan Academy". Computer Science Faculty Proceedings & Presentations. 54. Retrieved from https://digitalcommons.unomaha.edu/compsicfacproc/54
  • Ersoy, Y. (2006). Innovations in primary mathematics curriculum-I: Objectives, content and outcomes. Elementary Online, 5(1), 30-44. Retrieved from https://dergipark.org.tr/tr/pub/ilkonline/issue/8607/107220
  • Ferman, B., Finamor, L., & Lima, L. (2019). Are public schools ready to integrate math classes with Khan Academy? [Working Paper 94736]. University of Munich. Retrieved from https://mpra.ub.uni-muenchen.de/99845/1/MPRA_paper_99845.pdf
  • Güler, M., & Basım, N. (2016). The role of type a personality on the relationship between time and performance in measurement of general cognitive ability. Journal of Management and Economics, 23(1), 189-202. https://doi.org/10.18657/yecbu.51015
  • Gürer, M. D., Tekinarsan, E., & Yavuzalp, N. (2016). Opinions of instructors who give lectures online about distance education. Turkish Online Journal of Qualitative Inquiry, 7(1), 47-78. https://doi.org/10.17569/tojqi.74876
  • Gürsul, F. (2008). The effects of online and face to face problem-based learning approaches on students’ attitudes towards mathematics. Journal of Yüzüncü Yıl University Educational Faculty, 5(1), 1-19. Retrieved from https://www.acarindex.com/pdfler/acarindex-6094-8833.pdf
  • Kaya, Y., Özdemir, S., & Utkun, E. (2013). Factors affecting the success in mathematics of vocational school students: In terms of students’ opinions. Electronic Journal of Vocational Colleges, 3(3), 62-68. Retrieved from https://dergipark.org.tr/tr/pub/ejovoc/issue/5390/73100
  • Kelly, D. P., & Rutherford, T. (2017). Khan Academy as supplemental instruction: A controlled study of a computer-based mathematics intervention. The International Review of Research in Open and Distributed Learning, 18(4), 70-77. https://doi.org/10.19173/irrodl.v18i4.2984
  • Kelly, S. L. (2018). The impact of Khan Academy math remediation on ninth grade student achievement. [Unpublished doctoral dissertation]. Liberty University.
  • Kılcan, B., & Üçarkuş, E. (2018). Analysing Education Information Network (EBA) magazines in terms of values education. International Journal of New Approaches in Social Sciences, 2(1), 42-54. Retrieved from https://dergipark.org.tr/tr/pub/sbyy/issue/38224/435867
  • Lawless, S., Ní Fhloinn, E., & Nolan, B. C. (2013). Project math's academy: using Khan Academy's exercise platform as an educational aid in a post-primary mathematics classroom. Fifth Conference on Research in Mathematics Education (MEI5). Retrieved from https://doras.dcu.ie/22876/1/MEI5PROCEEDINGS2013KA.pdf
  • Leon, C., & Koosed, T. (2018). Assessing the use of technology and Khan Academy to improve educational outcomes [MANAUS Consulting]. International Society for Technology in Education. Retrieved from https://static1.squarespace.com/static/5a168fa5f6576eb8bfa0a5e5/t/5a32478e4192022049ce380c/1513244608902/ASSESSING+THE+USE+OF+TECHNOLOGY+AND+KHAN+ACADEMY+TO+IMPROVE+EDUCATIONAL+OUTCOMES+IN+SACATEP%C3%89QUEZ%2C+GUATEMALA
  • Light, D., & Pierson, E. (2014). Increasing student engagement in math: The use of Khan Academy in Chilean classrooms. International Journal of Education and Development using ICT, 10(2), 103-119. Retrieved from https://files.eric.ed.gov/fulltext/EJ1071280.pdf
  • Makinde, S. O., & Yusuf, M. O. (2017). The flipped classroom: Its effects on students' performance and retention in secondary school mathematics classroom. International Journal of Innovative Technology Integration in Education, 1(1), 117-126. Retrieved from https://ijitie.aitie.org.ng/index.php/ijitie/article/view/43
  • Ministry of National Education (MoNE) (2018). Matematik dersi öğretim programı (ilkokul ve ortaokul 1, 2, 3, 4, 5, 6, 7 ve 8. sınıflar) [Mathematics lesson curriculum (primary and secondary school 1, 2, 3, 4, 5, 6, 7 and 8 grades]. MoNE
  • Morrison, B. B., & DiSalvo, B. (2014). Khan Academy gamifies computer science. 45th ACM Technical Symposium on Computer Science Education. https://doi.org/10.1145/2538862.2538946
  • Muir, T. (2014). Google, Mathletics and Khan Academy: students' self-initiated use of online mathematical resources. Mathematics Education Research Journal, 26, 833-852. https://doi.org/10.1007/s13394-014-0128-5
  • Noer, M. (2012). One man, one computer, 10 million students: How Khan Academy is reinventing education. Forbes. Retrieved from www.forbes.com/sites/michaelnoer/2012/11/02/one-man-one-computer-10-million-students-how-khan-academy-is-reinventing-education
  • Otobelli, E. S., Giron, G. R., Poloni, L., Puziski, M., Padilha, R., Webber, C., & Spíndola, M. M. (2018). The use of the Khan Academy platform as a differentiated proposal for teaching maths. Interdisciplinary Journal of Applied Science, 3(6), 21-27. https://doi.org/10.22456/1679-1916.70668
  • Özbey, A., & Koparan, T. (2020). The effect of educational information network supported education on the achievement, attitude and motivation of middle school students on equality and equation. Journal of Computer and Education Research, 8(16), 453-475. https://doi.org/10.18009/jcer.718801
  • Rueda-Gómez, K. L., Rodríguez-Muñiz, L. J., & Muñiz-Rodríguez, L. (2023). Performance and mathematical self-concept in university students using Khan Academy. Heliyon, 9(4), 1-10. https://doi.org/10.1016/j.heliyon.2023.e15441
  • San, I., & Aykaç, T. (2020). Effect of Khan Academy-aided teaching on academic achievement in English course. Cypriot Journal of Educational Sciences, 15(5), 1107-1116. https://doi.org/10.18844/cjes.v15i5.5174
  • Sürmeli, Z. D., & Ünver, G. (2017). The relationship between self-regulated learning strategies, epistemological beliefs, academic self-concept and mathematics achievement. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 8(1), 83-102. http://doi.org/10.16949/turkbilmat.298393
  • Tabuk, M. (2019). Mathematics achievement and attitude towards mathematics: A meta-analysis study. Marmara University Atatürk Faculty of Education Journal of Educational Sciences, 49(49), 167-186. https://doi.org/10.15285/maruaebd.358096
  • Ulus, L., Tuncer, N., & Sözen, Ş. (2015). The importance of vocational colleges in terms of vocational education, development and competence. International Turkish Journal of Educational Sciences, 2015(5), 168-185. Retrieved from https://dergipark.org.tr/tr/pub/goputeb/issue/34517/384544
  • Yangil, M. K., & Özdoğan, Ü. (2022). Turkish teachers' use of the EBA platform in the distance education process. RumeliDE Journal of Language and Literature Studies, 28, 1-16. https://doi.org/10.29000/rumelide.1132502
  • Zengin, Y. (2017). Investigating the use of the Khan Academy and mathematics software with a flipped classroom approach in mathematics teaching. Journal of Educational Technology & Society, 20(2), 89-100. Retrieved from https://www.jstor.org/stable/90002166

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

Year 2023, Volume: 17 Issue: Özel Sayı, 530 - 552, 20.10.2023

Hakan Ulum

https://doi.org/10.17522/balikesirnef.1348871

Abstract

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.

Keywords

Khan Academy Education Information Network (EBA) primary school mathematics achievement

References

  • Akbaş, E. E. (2019). The impact of EBA (Educational Informatics Network) assisted mathematics teaching in 5th grade fractions on students' achievements. Journal of Computer and Education Research, 7(13), 120-145. https://doi.org/10.18009/jcer.531953
  • Altun, M. (2006). Developments in mathematics teaching. Journal of Uludağ University Faculty of Education, 19(2), 223-238. Retrieved from https://dergipark.org.tr/en/pub/uefad/issue/16684/173367
  • Atasoy, M., & Nayir, Ö. Y. (2019). Student views on the use of Education Informatics Network (EBA) video modules in mathematics course. International Journal of Science and Education, 2(1), 24-37. Retrieved from https://dergipark.org.tr/tr/pub/ubed/issue/48031/576936
  • Bakırcı, H., Doğdu, N., & Artun, H. (2021). Investigation of professional achievements and problems of science teachers in the distance education process of Covid-19 pandemic period. Ahi Evran University Institute of Social Sciences Journal 7(2), 640-658. https://doi.org/10.31592/aeusbed.909184
  • Bertiz, Y. (2017). Evaluating the usability of online social education platforms: The example of Education Information Network (EBA) system. Journal of Science Education Art and Technology, 1(2), 62-76. Retrieved from https://dergipark.org.tr/en/pub/bestdergi/issue/37868/437540
  • Bütüner, S. Ö. (2006). Book review - primary education mathematics course 6-8th grades curriculum book MEB, board of education and discipline presidency. Elementary Online, 5(2), 123-125. Retrieved from https://dergipark.org.tr/tr/pub/ilkonline/issue/8606/107215
  • Büyüköztürk, Ş. (2007). Deneysel tasarımlar: Öntest-sontest kontrol gruplu desen ve veri analizi [Experimental designs: Pre-test post-test control group design and data analysis] (2nd ed.). Pegem Akademi.
  • Büyüköztürk, Ş., Çakmak-Kılıç, E., Akgün-Erkan, Ö., Karadeniz, Ş., & Demirel, F. (2012). Bilimsel araştırma yöntemleri [Scientific research methods] (11th ed.). Pegem Akademi.
  • Chu, L., Nautiyal, A., Rais, S., & Yamtich, H. (2018). Does Khan Academy work? Retrieved from https://www.ischool.berkeley.edu/sites/default/files/sproject_attachments/w241_final_report_does_khan_work.pdf
  • Çoruk, H., & Çakır, R. (2017). The effect of multimedia use on primary school students' academic achievement and anxiety. Turkish Journal of Computer and Mathematics Education, 8(1), 1-27. Retrieved from https://dergipark.org.tr/tr/pub/turkbilmat/issue/27238/286655
  • Coşkunserçe, O., & İşçitürk, G. B. (2019). A case study on increasing students' awareness about the educational information network (EBA) platform. Journal of Qualitative Research in Education, 7(1), 260-276. https://doi.org/10.14689/issn.2148-2624.1.7c1s.12m
  • Da Silva, R. R. A., & Coutinho, A. E. V. B. (2020). The use of the Khan Academy platform for teaching maths in Brazil: A systematic review. Revista Novas Tecnologias Na Educação, 18(2), 101-110. https://doi.org/10.22456/1679-1916.110208
  • Dickinson, B. D. (2016). One-to-one mobile devices in rural school districts: A mixed methods study investigating the impact of Khan Academy on mathematics achievement and teacher pedagogy [Unpublished doctoral dissertation]. Northwest Nazarene University.
  • DiSalvo, B., & Morrison, B. (2013). Critique of “Gamification” in Khan Academy". Computer Science Faculty Proceedings & Presentations. 54. Retrieved from https://digitalcommons.unomaha.edu/compsicfacproc/54
  • Ersoy, Y. (2006). Innovations in primary mathematics curriculum-I: Objectives, content and outcomes. Elementary Online, 5(1), 30-44. Retrieved from https://dergipark.org.tr/tr/pub/ilkonline/issue/8607/107220
  • Ferman, B., Finamor, L., & Lima, L. (2019). Are public schools ready to integrate math classes with Khan Academy? [Working Paper 94736]. University of Munich. Retrieved from https://mpra.ub.uni-muenchen.de/99845/1/MPRA_paper_99845.pdf
  • Güler, M., & Basım, N. (2016). The role of type a personality on the relationship between time and performance in measurement of general cognitive ability. Journal of Management and Economics, 23(1), 189-202. https://doi.org/10.18657/yecbu.51015
  • Gürer, M. D., Tekinarsan, E., & Yavuzalp, N. (2016). Opinions of instructors who give lectures online about distance education. Turkish Online Journal of Qualitative Inquiry, 7(1), 47-78. https://doi.org/10.17569/tojqi.74876
  • Gürsul, F. (2008). The effects of online and face to face problem-based learning approaches on students’ attitudes towards mathematics. Journal of Yüzüncü Yıl University Educational Faculty, 5(1), 1-19. Retrieved from https://www.acarindex.com/pdfler/acarindex-6094-8833.pdf
  • Kaya, Y., Özdemir, S., & Utkun, E. (2013). Factors affecting the success in mathematics of vocational school students: In terms of students’ opinions. Electronic Journal of Vocational Colleges, 3(3), 62-68. Retrieved from https://dergipark.org.tr/tr/pub/ejovoc/issue/5390/73100
  • Kelly, D. P., & Rutherford, T. (2017). Khan Academy as supplemental instruction: A controlled study of a computer-based mathematics intervention. The International Review of Research in Open and Distributed Learning, 18(4), 70-77. https://doi.org/10.19173/irrodl.v18i4.2984
  • Kelly, S. L. (2018). The impact of Khan Academy math remediation on ninth grade student achievement. [Unpublished doctoral dissertation]. Liberty University.
  • Kılcan, B., & Üçarkuş, E. (2018). Analysing Education Information Network (EBA) magazines in terms of values education. International Journal of New Approaches in Social Sciences, 2(1), 42-54. Retrieved from https://dergipark.org.tr/tr/pub/sbyy/issue/38224/435867
  • Lawless, S., Ní Fhloinn, E., & Nolan, B. C. (2013). Project math's academy: using Khan Academy's exercise platform as an educational aid in a post-primary mathematics classroom. Fifth Conference on Research in Mathematics Education (MEI5). Retrieved from https://doras.dcu.ie/22876/1/MEI5PROCEEDINGS2013KA.pdf
  • Leon, C., & Koosed, T. (2018). Assessing the use of technology and Khan Academy to improve educational outcomes [MANAUS Consulting]. International Society for Technology in Education. Retrieved from https://static1.squarespace.com/static/5a168fa5f6576eb8bfa0a5e5/t/5a32478e4192022049ce380c/1513244608902/ASSESSING+THE+USE+OF+TECHNOLOGY+AND+KHAN+ACADEMY+TO+IMPROVE+EDUCATIONAL+OUTCOMES+IN+SACATEP%C3%89QUEZ%2C+GUATEMALA
  • Light, D., & Pierson, E. (2014). Increasing student engagement in math: The use of Khan Academy in Chilean classrooms. International Journal of Education and Development using ICT, 10(2), 103-119. Retrieved from https://files.eric.ed.gov/fulltext/EJ1071280.pdf
  • Makinde, S. O., & Yusuf, M. O. (2017). The flipped classroom: Its effects on students' performance and retention in secondary school mathematics classroom. International Journal of Innovative Technology Integration in Education, 1(1), 117-126. Retrieved from https://ijitie.aitie.org.ng/index.php/ijitie/article/view/43
  • Ministry of National Education (MoNE) (2018). Matematik dersi öğretim programı (ilkokul ve ortaokul 1, 2, 3, 4, 5, 6, 7 ve 8. sınıflar) [Mathematics lesson curriculum (primary and secondary school 1, 2, 3, 4, 5, 6, 7 and 8 grades]. MoNE
  • Morrison, B. B., & DiSalvo, B. (2014). Khan Academy gamifies computer science. 45th ACM Technical Symposium on Computer Science Education. https://doi.org/10.1145/2538862.2538946
  • Muir, T. (2014). Google, Mathletics and Khan Academy: students' self-initiated use of online mathematical resources. Mathematics Education Research Journal, 26, 833-852. https://doi.org/10.1007/s13394-014-0128-5
  • Noer, M. (2012). One man, one computer, 10 million students: How Khan Academy is reinventing education. Forbes. Retrieved from www.forbes.com/sites/michaelnoer/2012/11/02/one-man-one-computer-10-million-students-how-khan-academy-is-reinventing-education
  • Otobelli, E. S., Giron, G. R., Poloni, L., Puziski, M., Padilha, R., Webber, C., & Spíndola, M. M. (2018). The use of the Khan Academy platform as a differentiated proposal for teaching maths. Interdisciplinary Journal of Applied Science, 3(6), 21-27. https://doi.org/10.22456/1679-1916.70668
  • Özbey, A., & Koparan, T. (2020). The effect of educational information network supported education on the achievement, attitude and motivation of middle school students on equality and equation. Journal of Computer and Education Research, 8(16), 453-475. https://doi.org/10.18009/jcer.718801
  • Rueda-Gómez, K. L., Rodríguez-Muñiz, L. J., & Muñiz-Rodríguez, L. (2023). Performance and mathematical self-concept in university students using Khan Academy. Heliyon, 9(4), 1-10. https://doi.org/10.1016/j.heliyon.2023.e15441
  • San, I., & Aykaç, T. (2020). Effect of Khan Academy-aided teaching on academic achievement in English course. Cypriot Journal of Educational Sciences, 15(5), 1107-1116. https://doi.org/10.18844/cjes.v15i5.5174
  • Sürmeli, Z. D., & Ünver, G. (2017). The relationship between self-regulated learning strategies, epistemological beliefs, academic self-concept and mathematics achievement. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 8(1), 83-102. http://doi.org/10.16949/turkbilmat.298393
  • Tabuk, M. (2019). Mathematics achievement and attitude towards mathematics: A meta-analysis study. Marmara University Atatürk Faculty of Education Journal of Educational Sciences, 49(49), 167-186. https://doi.org/10.15285/maruaebd.358096
  • Ulus, L., Tuncer, N., & Sözen, Ş. (2015). The importance of vocational colleges in terms of vocational education, development and competence. International Turkish Journal of Educational Sciences, 2015(5), 168-185. Retrieved from https://dergipark.org.tr/tr/pub/goputeb/issue/34517/384544
  • Yangil, M. K., & Özdoğan, Ü. (2022). Turkish teachers' use of the EBA platform in the distance education process. RumeliDE Journal of Language and Literature Studies, 28, 1-16. https://doi.org/10.29000/rumelide.1132502
  • Zengin, Y. (2017). Investigating the use of the Khan Academy and mathematics software with a flipped classroom approach in mathematics teaching. Journal of Educational Technology & Society, 20(2), 89-100. Retrieved from https://www.jstor.org/stable/90002166
There are 40 citations in total.

Details

Primary Language English
Subjects Mathematics Education
Journal Section Makaleler
Authors

Hakan Ulum 0000-0002-1398-6935

Publication Date October 20, 2023
Submission Date August 23, 2023
Published in Issue Year 2023 Volume: 17 Issue: Özel Sayı

Cite

APA Ulum, H. (2023). The Impact of Khan Academy Learning Platform on Mathematics Achievement in Primary School Fourth Grade Students. Necatibey Eğitim Fakültesi Elektronik Fen Ve Matematik Eğitimi Dergisi, 17(Özel Sayı), 530-552. https://doi.org/10.17522/balikesirnef.1348871
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