A positive association was found between
more Khan Academy use and more problem
sets completed and two outcomes: (1)
improvements in student test scores, and
(2) improvements in tself reported
non-achievement outcomes – math
anxiety, math self-concept, and academic
efficacy (i.e., belief in one’s ability to
succeed in academic endeavors).
Evidence
from exploratory analyses of data available
from two sites suggested that students who
spent more time on Khan Academy and
successfully completed more Khan Academy
problem sets to proficiency experienced
more positive than expected outcomes in
terms of math test scores, reduced math
anxiety, and had higher confidence in their
ability to do math. Prior achievement tests
and attitude measures taken in the fall were
used to predict end-of-year outcomes for all
students, and then the sample was split into
those whose end-of-year scores were better
than predicted, and those whose end of year
scores were less positive than expected.
SRI Analysis of Kahn Effect
No comments:
Post a Comment