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ERIC Number: EJ1201489
Record Type: Journal
Publication Date: 2018
Pages: 20
Abstractor: As Provided
ISSN: ISSN-1814-0556
Can Khan Academy e-Learning Video Tutorials Improve Mathematics Achievement in Sri Lanka?
Weeraratne, Bilesha; Chin, Brian
International Journal of Education and Development using Information and Communication Technology, v14 n3 p93-112 2018
This study evaluates the impact of Khan Academy (KA) video tutorials in a blended learning environment for ninth grade students in Sri Lanka. The 632 treatment group students followed KA during 2-3 out of 5 time slots assigned for mathematics teaching per week. Students in the control group followed the regular class room environment with a mathematics teacher during all 5 time slots. The impact of KA is evaluated based on students' mathematics achievements in raw, standardized, and Item Response Theory adjusted scaled test scores using propensity score matching. On average KA resulted in increasing students' raw and scaled test scores by 3.77 and 3.15 percentage points, respectively, and standardized test scores by 0.20 standard deviations above the mean test score. The evaluation provides initial evidence that the use of KA would help Sri Lankan students in mathematics. The findings are robust to alternative specifications, where school and teacher inputs are controlled for in addition to students' characteristics, and when estimation is limited to the subsample of students that had a common mathematics teacher across the treatment and the control groups.
International Journal of Education and Development using Information and Communication Technology. University of the West Indies Open Campus, Dave Hill, St. Michael BB11000, Barbados. Tel: 868-663-9021; Fax: 868-645-9741; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 9; Junior High Schools; Middle Schools; Secondary Education; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Sri Lanka
Grant or Contract Numbers: N/A