1

INTRODUCTION

Background of the study

Students have always encountered problems in their daily lessons

tackled in their classrooms, such as problem solving or some analytic problem
that is needed for a high level of computational skills since these skills are
essential and useful not just in education but also in facing obstacles like real-
life problems. Some of the students are having hard time in learning, it could
be lack of motivation or having hard time concentrating especially when it
comes to dealing with logic problems or math problems. Students have
different levels of motivation, different attitudes about teaching and learning,
and different responses to specific classroom environments and instructional
practices. According to Mirhosseini, Lavasani and Hejazi, (2018) Effective
strategies should be developed to increase student's motivation, considering
that motivation is the most important condition for learning. Additionally,
according to Hejazi study that self-regulation learning strategies are
necessary tools for students’ success and have a close relationship with self-
efficacy and academic achievement. Adoptive learning platforms were
introduced to help students learn in their own. Khan Academy (KA) is an
innovative platform offering an online source for personal learning that is
freely available to everybody with access to the internet. It is argued that Khan
Academy (KA) is a useful platform for learning math (Ben-Amram & Verdigor,
2020).

Khan academy has produced more than 8,000 video lessons teaching
wide spectrum of academic subjects, including mathematics and sciences.
Putri (2021) states that Khan academy is a free online learning platform with
various unique and interesting features that can help the teaching and
learning process. Khan Academy is considered as an alternative learning
platform solution to overcome obstacles in the delivery of effe. ctive science
learning materials and improve students' mastery of skills.

Computational skills hold significant importance in STEM (Science,

Technology, Engineering, and Mathematics) fields for Pilipino students given
 2

the nation's aspirations for technological advancements and scientific

progress. In the Philippines, where the demand for skilled professionals in
STEM-related industries is on the rise, proficiency in these skills becomes a
key driver for national development. Mathematics educators recognize the
need to develop critical and analytic thinking through problem solving (Tan &
Limjap, 2018). In the context of chemistry, a strong foundation in
computational skills is vital for Filipino students pursuing STEM education.
Chemistry plays a pivotal role in various industries crucial to the Philippine
economy, including pharmaceuticals, agriculture, and manufacturing.
According to Chongo, Osman, and Nayan (2021) discussed that
computational thinking (CT) is one of the systematic tools in problem solving
and widely accepted as an important skill in the 21st century.

The impact of Khan Academy on academic learning is particularly

relevant in the Philippine context. Khan Academy serves as an inclusive and
accessible platform for students nationwide. Its utility extends beyond
traditional classrooms, offering Filipino students an opportunity to supplement
their education and bridge potential gaps in computational skills. The impact
of Khan Academy in the local Philippines extends beyond academic
achievement; it addresses the need for inclusivity in STEM education and
equips students with the tools necessary to pursue STEM careers.

This study seeks to investigate the efficiency of khan academy for

computational skills in Chemistry of grade 11 STEM students. As of today, no
study has been conducted to prove the efficiency of khan academy on
computational skills of grade 11 STEM Students in Dologon, Maramag,
Bukidnon. Therefore, considering the computational understanding skills
issue, this study will be conducted to assess the efficiency of khan academy
on computational skills of the grade 11 STEM Students in Dologon, Maramag,
Bukidnon.
 3

Statement of the problem:

This study aimed to uncover the influence of Khan Academy on the

computational skills of students on Chemistry.

Specifically, this study aimed to answer the following questions

1. How efficient is Khan Academy on improving the computational skill of

the Grade 11 STEM students?
2. What is the level of pre-test and post-test scores of the Grade 11
STEM students before and after the treatment?
3. Is there a significant difference between the students exposed to the
treatment compared to those that are not?

Objectives of the Study:

This study generally aimed to uncover the influence of Khan Academy
on students’ computational skills in Chemistry
Specifically, this study aimed to attain the following objectives:
1. Determine the efficiency of Khan Academy on improving the
computational skill of the Grade 11 STEM students
2. Identify the level of pre-test and post-test scores of the Grade 11 STEM
students before and after the treatment
3. Investigate if there is a significant difference between the students
exposed to the treatment compared to those that are not

Significance of the study

The study will provide valuable insights:

Students. This research will provide the students an insight how Khan
academy improves one’s learning and computational skills, it will also
provide students additional resources contributing towards their subjects
particularly in Chemistry subject, promoting self-directed learning, and
enhancing accessibility.

Teachers. This research will help the educators for instructional

practice and teaching development to the students for effective approach
 4

learning. Teachers can leverage a wide range of educational resources,

including video lessons, practice exercises, and interactive simulations to
enhance students’ computational skills in chemistry.

Parents. They could use this research to encourage, support and

motivate their STEM students’ children by sharing the findings with their
children. By utilizing the educational resources provided by Khan academy
parents can actively engage in their child’s education, and assist in
developing their computational skills in Chemistry.

School Head.. This will improve the quality of chemistry education in

educational institutional for administrator. They can provide powerful tool
for teachers supporting their teaching, promoting student engagement and
improving the results of chemistry by making use of Khan academy
resources. This can contribute to the success of the institution as a whole
and its reputation for excellence.

Future Researchers. They can build upon this study by exploring other
subjects and educational platforms to enhance students learning
outcomes. They can use this study as a foundation to investigate the use
of other technological tools to improve student’s computational skills in
various subject. They could use this study to explore more investigation on
how online tools like Khan Academy can help in Grade 11 STEM students.
This will serve them as a guide in making research.

Scope and Delimitation of the Study

This study will take place within the premise of Dologon, National High
School and aims to evaluate the computational skills of the students in
Chemistry utilizing the online tool Khan Academy, with respondents coming
from both section under the Grade 11 STEM strand (Pearl and Ruby)
students that were enrolled in the school year 2023-2024.

The study is limited to their final term lesson from their chemistry
subject through the use of khan academy. Other strands such as HUMMS,
TVL, ICT, and SMAW would not be in involve in this study due to them not
having Chemistry as their subject. The researchers will only acquire the
 5

results of the respondents from their pretest and posttest score in their
Chemistry Subject during their final term. The respondents’ final term grades
would not be included in the data that will be gathered in the conduction of the
study.

Definition of Terms:

This study comprises of key terms that are important to gain better
understanding of the research:

Adaptive learning platform. a platform designed to adjust and tailor

learning experiences to meet the individual needs of each student.

Chemistry. a specialized subject available to the STEM strand that

deals with the identification of the substances of which matter is composed

Khan Academ. is an adaptive learning platform that is an educational

website containing numerous amounts of lesson that enables an individual to
learn for free.
 6

THEORITICAL FRAMEWORK

Review of Related Literature

Khan academy
Due to the different circumstances surrounding individuals, the student
does poorly in several subjects, which contributes to his risk of dropping out of
school. But there are technological learning resources (Khan Academy) that
can assist students better understand mathematical and logical concepts in
the fields of fundamental sciences and mathematics if they use them
appropriately and promptly when they start their higher education. Particularly
in the latter, as it plays a significant role in shaping the students. Over the
course of four years, a comparative analysis of the Virtual College
Preparatory Course implemented in the Khan Academy platform was
conducted. The results demonstrate the growth of the new student as well as
the comparison between the diagnostic and final exam results obtained
annually (Salazar-Uitz, Canto-canul, Lezama Zarraga, & Shih, 2022).

Foundations, multilateral organizations, policy makers, and educators

are very interested in learning more about how Khan Academy, an online
platform that provides instructional videos and exercises in various subject
areas, can address the global educational challenges that nations face (Light
& Pierson, 2014).

Basic ideas relevant to general chemistry and organic chemistry at the

undergraduate college level can be explained through Khan Academy video
podcasts. Notably, chemistry was seen as a challenging topic by many high
school and college students worldwide because they confused
They had trouble understanding sophisticated concepts because basic
chemistry principles or the faulty fundamental chemistry theories they had
learnt in earlier years had not been addressed (Bacolod & Bacolod, 2020)
 7

Computational skills

Computational thinking (CT) abilities must be included into the

educational system in step with the times in the digital economy era in order
to create a globally competitive society. The requirements of 21st century
talents are met by CT skills. As a result, everyone needs to acquire them and
apply them to more effectively solve problems in life (Haseski, Ilic, & Tugtekin,
2018).

Using computer-based problem solving to assist students in tackling

complicated problems through Computational thinking (CT) is one of the
primary goals. The growth of the digital economy is the reason behind the
current emphasis on CT skills in the educational system. The 21st century
brought about significant developments in economics and technology, which
altered the abilities required in the workplace (Kamisah & Lay, 2022).
The goals of the chemistry curriculum, which include giving students
the knowledge and skills of science and technology so they can solve
problems and make decisions in everyday life, are aligned with the use of
computational thinking (CT) skills in the chemistry classroom. In light of the
necessity to acquire 21st century abilities, students must learn chemistry, the
foundation of science, in order to be competent in STEM fields (Lay &
Kamisah, 2017).

Chemistry

Understanding complicated processes through the lens of atoms and

their interactions is made possible by the science of chemistry, which aids in
the formulation of models and predictions involving interactions at various
scales and speeds. Chemistry lessons can be effectively started with Khan
Academy, which emphasizes the connections between chemistry and other
disciplines like physics and biology as well as how vital chemistry is to
everyday life on the same paper (Morrison & DiSalvo, 2014).

Report claim that the Khan Academy offers courses in computer

programming, math, physics, economics, and the humanities. The science
area covers chemistry. One instance of a Massive Open Online Course is
Khan Academy. Participants can utilize this instructional tool for free. Khan
 8

Academy offers a huge of educational materials and other forms of support in

the teaching and learning process that gives allow students to work at their
own pace, in and outside the classroom (Michniewska, 2019).

Additionally, Martinez (2021) stated in his study that Khan Academy

provides many practice problem and unit quiz sections which allow the
students to practice problem solving with immediate feedback and help.
 9

Conceptual Framework

Independent Dependent

Khan
Computational Skills
Academy
 10

RESEARCH PARADIGM
This study is anchored around the socio-cultural theory of learning
developed by Vygotsky (1978) holds that all learning is contextually
entrenched and located. According to his idea, learning is a social process in
which pupils engage with others to progress intellectually, and tools are
essential to this process. These ideas provide the foundation for our
investigation of Khan Academy in Chile, where ICTs are seen as new tool
sets that complement, displace, or replace more traditional tools and
methods. Khan Academy is just another new resource that it can be
incorporated into an existing setting, used in novel ways, or grafted into long-
standing customs. As well as the conditional construction optimization theory
of Zhu (1997) which states that “adaptive learning meant that teachers used
adaptive learning systems as teaching aids to collect and analyze data,
prepare lessons, understand the learning state, evaluate, and timely adjust
the teaching content to meet the changing learning needs of students.”
 11

Hypothesis of the Study

The purpose of this study was to find out if Khan academy will have
influence on an individual’s computational skills in Chemistry. This led to the
formulation of the following hypothesis:

Ho: Exposure to Khan academy will not improve students’ computational skill
in chemistry
 12

METHODOLOGY
Research Design
The study will have a quasi-experimental research design. The
researchers aim to assess the efficiency of khan academy for improving the
computational skills in Chemistry of grade 11 STEM students when exposed
to khan academy in comparison to the group that would not be expose; thus,
a quasi-experimental research design would be appropriate.

Research locale
The study will take place at Dologon National High School, a
secondary public school. It is located at P-5 Baranggay Dologon, Municipality
of Maramag, Province of Bukidnon. The study will be carried out in grade 11
students of Science, Technology, Engineering and Mathematics.

Figure 1: Map of Dologon National High School located on Purok-5 of

Barangay Dologon, Maramag, Bukidnon via google map
 13

Participants of the Study

The respondents of this study are from Dologon National Highschool,
located on Purok-5 of Barangay Dologon. The chosen respondents are from
Grade 11 STEM of the said school. Namely, section Pearl (Experimental) as
well as section Ruby (Control). With the target respondents’ population not
being able to exceed one hundred (100) the researchers will utilize the Total
Population Strategy to gather data from both of the mentioned sections of
Grade 11- STEM

Table 1 Population of the target respondents

Name of Section Population Sample Percentage (%)

No.

Name of Schools

Pearl 36 36 55.00

Ruby 30 30 45.00

Total 66 66 100.00

Research Instrument
This study will utilize a questionnaire, the research will have two (2)
parts, one being adapted and one being researcher made.

The first part will be adapted from the “Kodo Survey” website and will
assess the efficiency of Khan Academy on both the experimental group.

Weight Range Descriptive Rating Qualitative Interpretation

5 4.1-5 Very good Very efficient
4 3.1-4 Good Efficient
3 2.1-3 Uncertain Moderately efficient
2 1.1-2 Not good Barely efficient
1 0-1 Bad No effect

The second part that will be used to assess the level of pre-test and
post-test scores using the given scoring procedure
 14

Range Descriptive Rating Qualitative Interpretation

21-25 Outstanding Mastered the Skill To a very great
extent
16-20 Very satisfactory Mastered the Skill To a great extent
11-15 Satisfactory Mastered the skill to moderate extent
6-10 Fairly satisfactory Mastered the skill to some extent
1-5 Did not meet expectation Did not master the skill

Data Gathering Procedures

Prior the conduction of the research a letter of approval was sent to the
school principal Dr. Rolisa T. Benedicto. An approval letter will also be sent to
the Senior High School Coordinator and 3i’s subject teacher Sir Kevin D.
Membreve PhD. Following letters to both of the class advisers of section Ruby
and section Pearl was sent. After the approval of all the letters, the
researchers carefully looked into each sections schedules and chose a vacant
time to ensure there would not be any intervention to any school related
activities. It was during this time that the researchers have provided the
respondents with the questionnaire per session with there being three (3)
session one (1) per learning competencies. The data gathered from both
sections will be the basis of the result for the study. The data will be gathered
would also be kept with outmost confidentiality.

Statistical techniques

To investigate and answer the research inquiries 1, and 2, the research

team will employ a descriptive statistic specifically the mean, to carefully
analyze the responses of the participants.
 15

Meanwhile, in order to investigate research inquiry 3 an inferential

statistical measure will be used. To be specific, the independent t-test will be
utilized to address inquiry number 3

Ethical considerations
In order to establish ethical standards for the study, the researchers will
abide by proper research protocols and standards. To successfully achieve
this, the researchers will ask for proper permission to the necessary
authorities. In the collection of necessary data will abide proper protocols. As
for the handling of the gathered data, the researchers will abide by proper
research ethics and keep the data confidential.
 16

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter will present and analyze the results and discussion of the
data that was obtained from the Grade 11- STEM of Dologon National
Highschool on the computational skills of student through Khan Academy.

Table 2: Efficiency of Khan Academy

INDICATOR MEAN QUALITATIVE

INTERPRETATION

How well are you able to solve questions 3.33

Efficient
involving free energy
How well are you able to understand the 3.58
solving process for free energy by watching Efficient
lesson from Khan Academy
How Fast are you able to solve problems 3.36 Efficient

How well has your computational skills 3.52

Efficient
improved by using khan Academy
Are you able to use and navigate through 3.44
Khan Academy when learning new lesson that Efficient
involves computational skills
Total 3.45 Efficient

Legend:
Weight Range Descriptive Rating Qualitative Interpretation
5 4.1-5 Very good Very efficient
4 3.1-4 Good Efficient
3 2.1-3 Uncertain Moderately efficient
2 1.1-2 Not good Barely efficient
1 0-1 Bad No effect

The presented table above shows that after being exposed to khan
academy the students are able to understand the processes that are involved
in problem solving with a mean of 3.58 with a qualitative interpretation of
“efficient”. On the other hand, when it comes to the actual solving of problems
the students find it the hardest to do this being shown with the mean score of
 17

3.33 despite this it still falls within the efficient range. All the other questions in
the survey also falls within the Efficient range. All the data together resulted to
a mean score of 3.45 falling once again within the efficient range

The analyzed data implies that Khan academy is effective in helping an

individual understand the processes involved in the solving of specific
problems, this is in line with the highest mean score during the survey getting
3.58 falling well within the “efficient” range. On the other hand, when it comes
to actual problem solving khan academy was least effective as shown with a
mean score of 3.33 being the lowest, although this does not mean that khan
academy was not effective since the mean score still falls within the efficient
range. This also goes with the rest of the questions which has a mean of
3.36,3.52, and 3.44 respectively all falling within the efficient range. As For the
total mean score, it entails that Khan academy is Efficient. This is showed by
the total mean score of 3.45 also falling well withing the efficient range. In
conclusion, Khan academy is efficient for the improvement of an individuals’
computational skills.

Khan Academy, an online platform that provides instructional videos

and exercises in various subject areas, can address the global educational
challenges that nations face (Light & Pierson, 2014). Martinez (2021) stated in
his study that Khan Academy provides many practice problem and unit quiz
sections which allow the students to practice problem solving with immediate
feedback and help. Using computer-based problem solving to assist students
in tackling complicated problems through Computational thinking (CT) is one
of the primary goals. The growth of the digital economy is the reason behind
the current emphasis on CT skills in the educational system. The 21st century
brought about significant developments in economics and technology, which
altered the abilities required in the workplace (Kamisah & Lay, 2022)
 18

Table 3: Levels of pre-test and post-test scores

Academic
Performance in Experimental Control
Pre-C

Number of Interpretatio Interpretatio

Students and N x̄ n N x̄ n
Mean

Did not Did not

master the master the
Pre-test 36 1.33 skill 30 1.26 skill

Mastered the Mastered the

skill to skill to some
Post-test 36 14.91 30 8.56
moderate extent
extent

Legend:
Range Descriptive Rating Qualitative Interpretation
21-25 Outstanding Mastered the Skill To a very great
extent
16-20 Very satisfactory Mastered the Skill To a great extent
11-15 Satisfactory Mastered the skill to moderate extent
6-10 Fairly satisfactory Mastered the skill to some extent
1-5 Did not meet expectation Did not master the skill

The data presented on the table shows the mean score for both the
pre-test and post-test on both experimental and control groups. During the
pre-test the experimental group with a population of 36 has a mean score of
1.33 while the control group with a population of 30 has a mean score of 1.26.
During the post-test the experimental group with the same population has a
mean score of 14.91 while the control group keeping its original population
has a mean score of 8.56.

The data analyze implies that during the pre-test both groups with a
mean score of 1.33 and 1.26 respectively did not meet the expectations,
meaning that both groups has not yet mastered the skill necessary to do the
 19

given problems. On the other hand, during the post test the experimental
group with a population of 36, had a higher mean score after being exposed
to Khan Academy when compared to the control group with only 8.56 as their
mean score. This implies that after the experimental treatment the
experimental group mastered the skills necessary to answer the given
problems to a moderate extent. While the control group did grow, they did not
improve as much as the experimental group with a mean score of only 8.56
the control group only mastered the necessary skills needed to answer the
given problems to some extent.

Due to the different circumstances surrounding individuals, the student

does poorly in several subjects, which contributes to his risk of dropping out of
school. But there are technological learning resources (Khan Academy) that
can assist students better understand mathematical and logical concepts in
the fields of fundamental sciences and mathematics if they use them
appropriately and promptly when they start their higher education. Particularly
in the latter, as it plays a significant role in shaping the students. Over the
course of four years, a comparative analysis of the Virtual College
Preparatory Course implemented in the Khan Academy platform was
conducted. The results demonstrate the growth of the new student as well as
the comparison between the diagnostic and final exam results obtained
annually (Salazar-Uitz, et al. 2022). The science area covers chemistry. One
instance of a Massive Open Online Course is Khan Academy. Participants
can utilize this instructional tool for free. Khan Academy offers a huge of
educational materials and other forms of support in the teaching and learning
process that gives allow students to work at their own pace, in and outside the
classroom (Michniewska, 2019). Computational thinking (CT) abilities must be
included into the educational system in step with the times in the digital
economy era in order to create a globally competitive society. The
requirements of 21st century talents are met by CT skills. As a result,
everyone needs to acquire them and apply them to more effectively solve
problems in life (Haseski, et al., 2018)
 20

Table 4: Significant difference between those exposed to khan academy

compared to those that were not

Academic
Experimental Control
Performance in Pre-C

Number of Students Sig. (2-

N x̄ N x̄ t-value
and Mean tailed)

Pre-test 36 1.33 30 1.26 0.189 0.850

Post-test 36 14.91 30 8.56 9.204 6.110

The data presented on the table shows the mean score for both the
pre-test and post-test on both experimental and control groups. During the
pre-test the experimental group with a population of 36 has a mean score of
1.33 while the control group with a population of 30 has a mean score of 1.26
with these data an independent t-test was conducted. This resulted in the t-
value of 0.189 and a p-value of 0.850. During the post-test the experimental
group with the same population has a mean score of 14.91 while the control
group keeping its original population has a mean score of 8.56 with the
obtained data another independent t-test was run which resulted in a t-value
of 9.204 and a p-value 6.110

The presently analyzed data shows that during the pre-test “no
significant difference” can be seen between the scores of both groups this is
implied by the lower t-value of 0.189 and a way higher p-value of 0.850 these
numbers mean that the result lays within the rejection region of a normal
curve thus no significant difference is found. The post-test scores on the other
hand shows a completely different result. During the post-test the data shows
a t-value of 9.204 with a p-value of 6.110 this high t-value and a lower p-value
suggests that “there is a significant difference” between the score of both
groups after the conducted experimental intervention by the researchers
 21

The goals of the chemistry curriculum, which include giving students

the knowledge and skills of science and technology so they can solve
problems and make decisions in everyday life, are aligned with the use of
computational thinking (CT) skills in the chemistry classroom. In light of the
necessity to acquire 21st century abilities, students must learn chemistry, the
foundation of science, in order to be competent in STEM fields (Lay &
Kamisah, 2017). Basic ideas relevant to general chemistry and organic
chemistry at the undergraduate college level can be explained through Khan
Academy video podcasts. Notably, chemistry was seen as a challenging topic
by many high school and college students worldwide because they confused
They had trouble understanding sophisticated concepts because basic
chemistry principles or the faulty fundamental chemistry theories they had
learnt in earlier years had not been addressed (Bacolod & Bacolod, 2020)
Understanding complicated processes through the lens of atoms and their
interactions is made possible by the science of chemistry, which aids in the
formulation of models and predictions involving interactions at various scales
and speeds. Chemistry lessons can be effectively started with Khan
Academy, which emphasizes the connections between chemistry and other
disciplines like physics and biology as well as how vital chemistry is to
everyday life on the same paper (Morrison & DiSalvo, 2014)
 22

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

Summary

The study aims to examine computational skills through Khan

Academy among grade 11 STEM students at Dologon National High School,
Maramag, Bukidnon. This study seeks to fill a gap in research by assessing
Khan Academy's impact on computational skills, specifically in chemistry, for
grade 11 STEM students in the mentioned region. The researchers utilize a
quasi-experimental research design in order to intervene with the respondents
through a pre-test and post-test between the two groups, the experimental
and control groups. To select a certain respondent, the researchers use a
total population strategy to gather particular data, which the sections Pearl
(Experimental group) and section Ruby (Control group).

In comparing the pre-test means of the experimental and control

groups, it's evident that the experimental group had a slightly higher mean
(1.33333) compared to the control group (1.26666). This implies that there
was a slight variation in the starting performance levels of the two groups.

On the other hand, when examining the post-test means, a substantial

disparity emerges. The experimental group's mean (15.1388) significantly
surpasses that of the control group (8.56666). This indicates a profound
impact of the experimental intervention on the participants' performance
compared to the control group.

The effectiveness of the experimental intervention is underscored by

this stark contrast in post-test means. The experimental group's remarkable
improvement suggests that the intervention was highly effective in achieving
its objectives. This effectiveness could be attributed to various factors such as
the intervention's targeted approach, the appropriateness of the methodology
employed, and perhaps the engagement level and receptiveness of the
participants.
 23

Conclusions

Based on the results of the conducted study, the following conclusions

are drawn: first being that Khan academy is an “efficient” tool when it comes
to improving an individual’s computational skills in Chemistry, where by the
results saying that it is most effective in in helping an individual understand
the processes involved when solving for a specific problem.

Second is that after being exposed to Khan academy the individuals

exposed started to gain better grasp on their computational skills. This is seen
with the score increase from of the experimental group having a mean of 1.33
up to a mean score of 14.99 after being exposed to Khan academy.

Lastly is that, exposure to khan academy could give an edge to an

individual in learning. This is seen with how the result of the conducted t-test
showed a significant difference between the two groups.

As an overall conclusion, Khan academy is an effective tool for

learning. It is free and easily accessible with a wide range of selection of
lesson an individual could learn. This means that the Null hypothesis is
rejected.
 24

Recommendations

To further explore the influence of Khan academy on the chemistry

subject, it is recommended to not limit the study to computational skills alone
as well as to try a wider range of respondents and not only to stick to the
STEM population.

Based on the positive outcome of the study, it is recommended to

implement or at least introduce adaptive learning platforms khan academy
specially to not only students but also to teaching staff. Efforts should be
made to help each and everyone learn to their utmost content.

Furthermore, Educational institutions and policy makers should

acknowledge and address these kinds of tools that are able to help with the
learning and education of the individuals in the institution
 25

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Appendices
Appendix A: survey questionnaire adapted from Kodo Survey used to assess
the efficiency of Khan Academy
 28

Appendix B. Pre-test and Post-test questionnaire

 29

Appendix C. Email asking permission for the use of the adapted survey
questions
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Appendix D
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Appendix E
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Appendix F