Khan Academy Boosts Student Performance

HIGHER SCHOOL NG UMAK - UNIVERSITY OF MAKATI PAGE i
Republic of the Philippines

HIGHER SCHOOL NG UMAK
J.P. Rizal Ext. West Rembo, Makati City
“THE KHAN ACADEMY AS A TOOL TO ENHANCE ACADEMIC
PERFORMANCE OF GRADE-11 HUMSS STUDENTS OF HIGHER SCHOOL
NG UMAK, S.Y.2018-2019”
A research paper submitted to the Faculty of the University of Makati, in partial
fulfillment
of requirements in Practical Research II of Humanities and Social Science
(HUMSS)
A Research Paper Presented
by:
Derrie Angel B. Bolos
Raphael Isaac S. Damaso
Niel Jayson C. Diño
Clyde Zyrla P. Flores
Chabelita E. Untalan
Submitted To:
Mrs. Evangeline Felipe
March 2018
HIGHER SCHOOL NG UMAK - UNIVERSITY OF MAKATI PAGE ii
APPROVAL SHEET
In partial fulfillment of requirements in Practical Research I, this research paper
is entitled “The Khan Academy as a tool to enhance academic performance
of Grade 11 HUMSS Students, Higher School ng UMAK, S.Y. 2018-2019” is
presented by the Group 1 that consist of:
Derrie Angel B. Bolos Raphael Isaac S. Damaso
Niel Jayson C. Diño Clyde Zyrla P. Flores
Chabelita E. Untalan
Approved in the name of Faculty of English, Higher School ngUmak, as
one of the partial fulfillments in Practical Research II.
Mrs. Evangeline R. Felipe

Professor
HIGHER SCHOOL NG UMAK - UNIVERSITY OF MAKATI PAGE iii
DEDICATION
This humble work is dedicated to our parents, because we wanted to
make sure that we were able to give back the support and financial needs that
they have given us whenever we go to school.
Another is to Mrs. Evangeline R. Felipe, who exerted her efforts and
patience on giving us the lessons that we acquired to achieve this successful
research.
To the next batch or school year and also to the next generations who will
also research about Khan Academy, we hope that this research will be
informative enough and be able to help you with your needs.
And lastly, it is our genuine gratefulness and warmest regard that we
dedicate this work to God almighty our strong pillar, our source of inspiration,
wisdom, knowledge and understanding and who is always there for us, in times
of need and loss of hope.
We dedicate this research paper to all of you, and we hope that this will
be a huge help and contribution to our school and the society. Thank you so
much and may God Bless Us All!
HIGHER SCHOOL NG UMAK - UNIVERSITY OF MAKATI PAGE iv
ACKNOWLEDGEMENT
The researchers of “The Khan Academy as a tool to enhance
academic performance of Grade 11 HUMSS Students, Higher School ng
UMAK, S.Y. 2018-2019”are very much thankful of all the persons who helped
and supported them throughout the research process. The following are some of
the persons that we want to thank with all of our hearts:
 First of all, to our Almighty God who never failed to give us hope
and faith in completing this research paper, thank you so much for
showering us the blessings and love that we want to input in
ourselves throughout the process of our research.
 To our dearest parents who always gave us our financial needs,
thank you for the moral support as well as giving us the chance to
go to groupings that aims to accomplish this research paper.
 To our beloved Professor, Mrs. Evangeline R. Felipe who never
got tired on guiding us and teaching us on doing this research
paper, we are so thankful to have you as our Practical Research
teacher because without you, this research paper wouldn’t be
possible.
 The HSU students particularly those who participated in our study
for proving us their useful views on the role and importance of this
study for the university. Without their useful respond in our
research, it would have been difficult for us to complete the
research paper comprehensively.
Thank you so much everyone! We deeply appreciated all the help that
you gave us even if it cost little efforts or small things. We hope to be able to
work for the improvement of education system in our country (Philippines), and
provide better education opportunities for our countrymen.
HIGHER SCHOOL NG UMAK - UNIVERSITY OF MAKATI PAGE 6
ABSTRACT
Technology has played an important role in improving and expanding
education worldwide. The Khan Academy is part of the technology that many
universities and schools can easily adapt and access in order to promote the
higher education to the rest of the world.
This research project conducts a survey to know the performances of
Grade 11HUMSS students of higher school ng UMAK when it comes in
performing academically using Khan Academy to their studies. Most of them
indicated that it gave them so much ideas and widespread understanding to
enhance their credibility to achieve their main prospective in studying.
After analyzing the outcomes of the survey questionnaires in the
respondents of Grade 11 higher school ng UMAK students, we concluded that
Khan Academy gave advantages and benefits not only to the students but also
to the teachers or professors as well as the universities. It gave advance
learning and updated information regarding to the topic they want to learn and
explore.
TABLE OF CONTENTS
Approval Sheet………………………………………………………………….ii
Dedication………………………………………………………………….…...iii
Acknowledgement………………………………………………..……………iv
Abstract…………………………………………………………….…………...v
Chapter 1- The Problem and Its Background
Background of the Study……………………..………………..…….10
Statement of the Problem…………………...………………....……11
Hypothesis……………………………………………………………..12
Conceptual Framework………………………………………….......12
Significance of the Study…………………………………………….12
Scope and Delimitations………………..……………………………13
Definition of Terms……………………………………..……….…....14
Chapter 2- Review of Related Literature
Function of the Khan Academy……………………………………..16
1. A personalized learning resource for all ages………………………16

2. Free tools for Parents and Teachers…………………………………16
3. From humble beginnings to a world-class team……………………..17
History of the Khan Academy………………………………………18

Significant relationship of the Khan Academy to the Academic
Performance of
students………………………………………………23
Advantages of using the Khan Academy…………………………..25
The Khan Academy’s Learning Model……………………………25
Effectivity of the khan Academy……………………………………26
Chapter 3- Research Methodology
Research Design………………………...…………………...32
Population and Sampling Procedure…...…………………..32
Research Instruments………………………………………..32
Data Gathering Procedure…………………………………...33
Data Analysis…………………………...…………………….33
Chapter 4-Data Analysis and Presentation of the

Findings…………………………35
Chapter 5- Summary of Findings, Conclusion and Recommendation
Summary………………………………………………………………………46
Conclusion…………………………………………………………………….47
Recommendation…………………………………………………………….47
Appendix A…………………………………………………………………………….49
Appendix B…………………………………………………………………………….51
Bibliography……………………………………………………………………….......52
Researcher’s Profile………………………………………………………………….53
CHAPTER 1- THE PROBLEM AND ITS BACKGROUND
I. Background of the Study
The Khan Academy offers practice exercises, instructional videos, and a

personalized learning dashboard that empower learners to study at their own
pace in and outside of the classroom. Khan Academy tackles math, science,
computer programming, history, art history, economics, and more. The math
missions guide learners from kindergarten to calculus using state-of-the-art,
adaptive technology that identifies strengths and learning gaps. Khan Academy
also partnered with institutions like NASA, The Museum of Modern Art, The
California Academy of Sciences, and MIT to offer specialized content.
This website is one of the best ways in making the process of learning,
entertaining and attractive to the students, especially in today’s age. It makes
learning easy to understand because of the visual effects and graphic
organizers such as pictures, videos, and games in which students can learn in
their mobile phones, tablets, laptops, and computers as well. Students of
nowadays are so much attracted to social media and social networking sites- but
barely exposed to Educational sites such as the Khan Academy because some
students don’t have the chance to provide their own gadgets for using
technology and the internet while some students are not well informed about this
kind of educational site.
One of the effects of using educational sites such as Khan Academy is
that many students are no longer going to the library because they are now in
computer shops. At the University of Makati, they have ICT or the Information
and Communication Technology in which it is the place where there are lots of
computers that has internet connection so that the students can browse on what
they needed to search or needed to do online, but those computers are for
academic purposes only. And because of the educational sites such as Khan
Academy that the modern world has now, the percentage of students who are
reading books decreased, because they are focused on the educational sites,
even though it’s a good thing as well because the students are still learning in
just a different way.
While there are many advantages of such websites, all of us also needed
to be aware of the negative ones. Students need to be guided properly because
without proper guidance, students may find resources and content that is not
reliable or do not align with the direction of the variety of games and resources.
Students may be easily distracted on such websites and end up spending time
on activities that are either below their level or do not complement or add to
classroom teaching. Unrestricted access and freedom on the internet can be
dangerous, so the students need tobe responsible on using it and must always
acquire the saying “Think before you click” every time they will use internet.
II. Statement of the problem
The study attempts to document the usage of Khan Academy as a tool to
enhance the academic performance of grade 11 students of Higher School ng
UMAK. It aims to answer the following inquiries.
1.)What is “Khan Academy"?
1.1 Function
1.2 History
2.)Significant relationship of the Khan Academy to the academic
performance of students.
3.)What are the advantages and disadvantages of using the Khan
Academy?
III. Hypothesis
Students, who used Khan Academy as one of their learning

materials, helped and made them credible to enhance their academic
performances.
Students, who used Khan Academy as one of their learning
materials, did not help them credible to enhance their academic performances.
IV. Conceptual Framework
Input Process Output
Student’s
Khan Academy as engagement was
a tool to enhance generally high using
Academic  Survey
Khan Academy and
Performance of perceived that it
students. encouraged greater
independence in
-Pre-test learning.
-Post-test
The Khan Academy enhanced the academic performance of Grade 11

HUMSS students, that was measured by the Pre-test and Post-test exams that
were based on the Khan Academy itself. The conducted survey proved that the
Student’s engagement was generally high using Khan Academy and perceived
that it encouraged greater independence in learning.
V. Significance of the study
Khan Academy is very efficient and reliable when it comes to enhancing

academic performances. It improves the ability of one’s individual on gathering
information, learning new topics, and understanding courses. The study will
benefit and find useful application to: students nowadays and in the next
generation can have access to Khan Academy whenever they need to. By using
Khan Academy, students will be able to learn different things about a specific
topic and will have a chance to explore freely about new discoveries in life.
Students in this modernistic world must educate themselves in Khan
Academy in order for them to have enough knowledge on their studies and to
achieve their goals in life. This will also benefit teachers in which, it will serve as
guide in their teaching. Teachers should keep on leading and developing their
students on using Khan Academy and implementing it in their everyday life.
People who will use Khan Academy in gathering and collecting extravagant
information needed, will benefit a lot from it and using Khan Academy will be a
huge help in their areas of specialization.
With the use of Khan Academy, students can learn on whatever field or
topic they want freely. Students can pick any program, course, or topic and can
also use it everywhere because Khan Academy is also a mobile friendly site so
everyone can have access through smart phones and tablet or any gadgets
anytime. Students don’t have to go to library and get a book to learn, instead,
with the use of educational sites, learning can be easier and more entertaining
to do. Among the benefits of using Khan Academy, there are still limitations and
self-discipline of students that is needed to be acquired while using it.
VI. Scope and Delimitations

Khan Academy includes websites that have games, videos, pictures,
courses or topic related resources that act as tools to enhance learning and
supplement classroom teaching.
The pre-tests, post-tests and questionnaires made by the researchers will
be given to 100 Grade 11 HSU students under the HUMSS strand.
This study wishes to depict the main reason of why Khan Academy
serves as a tool in enhancing the academic performances of grade 11 HUMSS
students of Higher School ng UMAK.
VII. Definition of Terms
Blog- a website or web- this was used by Salman Khan to implant free
education for those who wants to learn.
Educational Site- It was used to learn something and include websites that
have games, videos, pictures, courses or topic related resources that act as
tools to enhance learning and supplement classroom teaching.
Gauge-It is how much you know about a certain topic alone.
Haphazardly- Khan Academy was lacking any obvious principle of organization.
HUMSS- Humanities and Social Science- one of the Academic strands in the K-
12 Program Curriculum of DepEd.
ICT - Information and Communication Technology Inception- when Khan
Academy has taken the world by storm in the past eight years since it was
established.
Intervene- come between so as to prevent or alter a result or course of events.
Khan Academy- it was used by the students who want to enhance their
academic performance and wanted to learn things through online.
LSE- London School of Economics and Political Science- the school where
Salman Khan introduces the Khan Academy’s content.
MIT- Massachusetts Institute of Technology- one of the partnered institute for
specialized content of Khan Academy.
NASA- National Aeronautics and Space Administration- one of the partnered
institution for specialized content of Khan Academy.
Post-test- a test given to students after completion of an instructional program
or segment and often used in conjunction with a pretest to measure their
achievement and the effectiveness of the program.
Pre-test- preliminary test administered to determine a student's baseline

knowledge or preparedness for an educational experience or course of study.
Scrutiny- critical observation and examination. –this is how Salman Khan
described his research to his statistics about the educational site of Khan
Academy.
Sheepishly- in an embarrassed manner due to shame or a lack of self-
confidence-thi is the action of some LSE students when Salman Khan asked
who uses the educational site, Khan Academy.
CHAPTER 2- REVIEW OF RELATED LITERATURE
I. Function
Khan Academy doesn't get top billing due to its popularity. Sal
Khan and his team have earned their place by creating self-paced, free,
source of online education that has become an industry standard. Khan
academy provides an easy path for students to jump in and begin
learning about any subject that they choose.
Khan Academy certainly has youth appeal with its avatars and
ability to earn badges, but it is also an extremely viable option for adults
wanting to improve their technical skills, or learn about subjects such as
entrepreneurship.
According to the Khan Academy (khanacademy.org):
A personalized learning resource for all ages

Khan Academy offers practice exercises, instructional videos, and
a personalized learning dashboard that empower learners to study at
their own pace in and outside of the classroom. The site tackles math,
science, computer programming, history, art history, economics, and
more. The math missions guide learners from kindergarten to calculus
using state-of-the-art, adaptive technology that identifies strengths and
learning gaps. Khan Academy have also partnered with institutions like
NASA, The Museum of Modern Art, The California Academy of Sciences,
and MIT to offer specialized content.
Free tools for parents and teachers
Khan Academy is working hard to ensure that they empower
coaches of all kinds to better understand what their children or students
are up to and how best to help them. See at a glance whether a child or
student is struggling or if she hit a streak and is now far ahead of the
class. Their coach dashboard provides a summary of class performance

as a whole as well as detailed student profiles.
Joining a global classroom
Millions of students from all over the world, each with their own
unique story, learn at their own pace on Khan Academy every single day.
Their resources are being translated into more than 36 languages in
addition to the Spanish, French, and Brazilian Portuguese versions of
their site.
From humble beginnings to a world-class team
What started as one man tutoring his cousin has grown into a
more than 150-person organization. They’re a diverse team that has
come together to work on an audacious mission: to provide a free world-
class education for anyone, anywhere. They are developers, teachers,
designers, strategists, scientists, and content specialists who
passionately believe in inspiring the world to learn. A few great people
can make a big difference.
According to Daniel Light and Elizabeth Pierson (July 2014), the

Khan Academy site allows students to have increased access to
mathematics exercises. In traditional classes they observed, students
might see 10 to 15 exercises; but the teacher could never be certain how
many students actually engaged in doing the exercises or how many
copied the answers. Khan Academy fundamentally changes that
dynamic. Through an infinite bank of unique exercises, students had to
do the work on their own. They could not peer over a classmate’s
shoulder to get the answer because, undoubtedly, that person was
working on a different problem. Similarly, students could not haphazardly
fill out a worksheet with incorrect answers just to say they completed it.
With Khan Academy, the user is required to input the correct answer
before moving on. But it is the features of immediate feedback and
access to just-in-time assistance that help keep students engaged with

math and completing more exercises. Students did not need to wait for a
teacher’s assistance; they could get help from peers or from the Khan
Academy platform. There was no longer a bottleneck of information
transfer with the teacher trying to help all students in one class period;
there were two additional pathways for students to get support, allowing
more students to move through more material more quickly. Additionally,
because students could access the Khan platform wherever they have an
Internet connection, they could work on problems during recess, after
school, and at home. Learning was not confined to the 47-minuteclass
period.
II. History
According to David Phillips-Associate Director, FSG, and Jeff

Cohen- Director, FSG, students who complete 60% of their grade-level
math on Khan Academy experience 1.8 times their expected growth on
the NWEA MAP Test, a popular assessment test.
FSG conducted a study of a statewide pilot of Khan Academy in
Idaho with 173 teachers and 10,500 students during the 2013-14 school
year.
In the state of Idaho, a dedicated group of people—including 173
teachers, 10,500 students, one catalytic funder, a local university, and a
small team from the nonprofit educational organization Khan Academy—
all came together to do something that’s rare in education today:
generate widespread excitement for, and adoption of, a different
approach to teaching and learning. The partners in Idaho understood that
leading change within a complex and fragmented education system
required a different approach—one that, if it was to succeed, could not
follow a “command and control” model.
The Khan Academy pilot was designed by three partners: the J.A.
and Kathryn Albertson Family Foundation (JKAF), Khan Academy, and
the Doceō Center at Northwest Nazarene University (NNU).2 As a true
pilot, it was structured to allow partners, teachers, and students to
innovate, learn, and adjust—and to do so together. Adoption during the
first year was remarkably widespread: 47 schools in 33 districts
participated, involving 173 teachers and approximately 10,500 students
Distribution of Students Included in the Analysis Thus, the analysis
below includes 5,309 students in the third through eighth grade.
Mission Completion vs. Spring Percentile It is perhaps not

surprising that students with higher mission completion tend to score very
high on the spring MAP assessment, since high-achieving students are
more likely to have higher mission completion in the first place.
ANALYSIS: There is a positive correlation between pilot students’

usage of Khan Academy and their MAP scores. Khan Academy can see
this by comparing students’ spring MAP percentile with the percentage of
the grade-level mission they completed during the school year.
Not only do students who complete a significant portion of their

mission tend to score higher, they also tend to improve more during the
year. For each student, a “target growth” is calculated in the fall, based
upon nationwide norms for his or her fall percentile and grade level. If we
compare a student’s mission completion with his or her growth relative to
this target growth, we see that not only do students who complete a
significant portion of their mission tend to score higher; they also tend to
improve more during the year. Figure 2 shows an example of this by

analyzing the 5,309 third through eighth graders for who both fall and
spring test scores were available.
Among this sample:
 Students who completed 0-10% of their mission on average grew

as expected; these students barely used Khan Academy.
 Students who completed 40% or more of their mission on average
grew 1.5 times more than their expected growth in one year.
 Students who completed 60% or more of their mission on average
grew 1.8 times their expected growth in one year.
20 hours of practice is associated with a 115-point average score

increase from the PSAT/NMSQT to the SAT, nearly double the average
gain of students who do not practice on Official SAT Practice.
In 2017, Khan Academy and the College Board, the maker of the
SAT, analyzed gains between the PSAT/NMSQT and the SAT for
approximately 250,000 students and found a positive relationship
between the use of Official SAT Practice on Khan Academy and score
improvements on the SAT. Score gains are consistent across gender,
family income, race, ethnicity, and parental education level.
Top university students use Khan Academy.
Stanford Consulting Group ran a survey in 2015 that included the

question, “Have you found Khan Academy meaningful to your
education?”
Here’s the breakdown of students who replied yes:
65%- of Stanford students (out of 504 surveyed)

57%- of students in top schools including Harvard, Princeton, Yale,
UPenn, UC Berkeley, Caltech, and MIT (159 surveyed)
64%- of first-generation college students (164 surveyed)
First-generation Stanford University student stated that, “For all the
times I couldn’t turn to my parents for homework help, I had Khan
Academy videos to help me. Khan Academy was the private tutor that my
family could not afford. For all the times I wanted to learn for the sake of
learning, I would pick from the hundreds of Khan Academy videos.”
According to Peter McIntosh, Oakland Unity High School Math

Teacher, Oakland Unity High School had a big problem. The 2010
geometry score on the state test for 9th graders ranked their performance
at the 7th percentile. Oakland Unity High School freshmen algebra scores
were not much better, at the 20th percentile. Major changes were
required at this charter school in East Oakland, CA, with 275 mostly
Latino students. The short version of the great improvement is that the
school and the students made those changes, and moved up to the 94th
percentile, the largest improvement in California algebra scores over the
last two years because of Khan Academy.
III. Significant relationship of the Khan Academy to the Academic

Performance of students
According to Mellisa Herman, “Thesis Magazine” by General

Academic. Khan Academy has taken the world by storm in the eight
years since its inception. The online video library hosts a wealth of
subjects with video tutorials allowing its users to learn at their own pace.
The non-profit organization is backed by some of the largest and most
influential foundations and businesses in the world. It’s completely free to

use and has optimized learning for all at the click of a mouse.
1. Khan Academy is free and accessible. It costs nothing to watch

videos and work on problems. Khan Academy is available anywhere
with internet.
2. Khan Academy have a wide variety of subjects available. There
are videos about math, biology, chemistry, and physics. In addition,
there are also videos on arts, humanities, economics, and finance.
Khan Academy is continually growing, so new subjects and videos
are added regularly.
3. Learners can work in their own way. Learners can fast forward,
rewind, repeat videos, stop and work out a problem on own, all
without having to consider other students’ or the teacher’s pace.
Learners who naturally work slower or who are struggling with a
particular topic can focus on its topic. Others who may be naturally
adept at a certain topic can speed through sections that are less
challenging.
4. Khan Academy provides an incredible amount of math problems
for a variety of grade levels, from very basic elementary
concepts through calculus. One of the best ways to learn is
through repetition. The more the learner can do a certain kind of
problem, the more familiar he/she will be with it, and the more the
learner can use the patterns to recognize as a template for solving
future problems. Because each problem is randomly generated,
students have an unlimited number of problems to practice with.
Each problem also is accompanied by its own solution so the
students can break it down step-by-step.
5. Student perceptions of their time spent on Khan Academy was
highly positive.
6. Students’ engagement level was generally high during Khan
Academy sessions. A high level of engagement was evident during
a majority of our classroom observations for all grade levels.
7. Students perceived that use of Khan Academy encouraged
greater independence in learning. Immediate feedback, hints, and
access to videos meant that if students were struggling with a
particular problem in Khan Academy.
8. The amount of time students spent working on Khan Academy
varied considerably across and within sites, and also by school
year.
IV. Advantages and Disadvantages of Khan Academy
Advantages of using the Khan Academy
According to Zackary Thompson of Educ Learning (2015), with

thousands of videos, it is easily the most exhaustive collection of
instruction on the Internet allowing learners to know that they can fill in
almost any of their "gaps" with the content on the site. The content is
made in digestible 5-20 minute chunks especially purposed for viewing on
the computer as opposed to being a longer video of a conventional
"physical" lecture. The conversational style of the videos is the tonal
antithesis of what people traditionally associate with math and science
instruction. The less obvious distinctions are, however, what makes the
site hard to reproduce.
The Khan Academy’s Learning Model
Khan Academy’s model is applicable to any learner - it can be

used as the core learning platform or a supplementary one. While many
other models have created physical schools to enable their respective
models, in Khan Academy, there is a virtual classroom that facilitates
existing physical schools to deepen the learning that happens within any
classroom. It is also a model that can be extended to any learning

environment with a device and an Internet connection - for group or
individual learning, inside or outside the classroom.
Effectivity of the Khan Academy
Students have always liked Khan Academy. The YouTube

comments Sal Khan received when he posted his first videos in 2006 are
what motivated him to keep going (and create thousands more).
However, it is still astonishing to see the impact of resources can have.
If Khan Academy changed just one student's life, it would have been
worth creating Khan Academy. The fact that this so easily scales to
millions is what makes Khan Academy special.
Khan Academy seems to work well with supplemental learners, but
how well does it work in schools? Khan Academy have always believed
that a great teacher can take resources and push learning to new heights,
by better focusing on the individual needs of each student. With the
student mastering core skills on the computer, the teacher can leverage
the classroom time for more engaging and dynamic activities such as
project-based learning, peer tutoring, or lively discussion.
In the 2010-2011 school year, Khan Academy started piloting the

platform in a few schools in Los Altos, California. It’s goal was to create
better tools by directly observing how teachers and students interacted
with their product. Los Altos was a fantastic partner, and Khan Academy
built out many significant features based on their feedback (e.g., student
knowledge map, teacher dashboards, badging infrastructure, new
exercises).
At the end of the school year, Khan Academy all knew it was a
success. Teachers could see a dramatic change in their students’
excitement and enthusiasm towards math. Students who traditionally

struggled with the material were more confident and engaged. Other
students were challenging themselves to levels they never thought
possible. Common sense told everyone involved that we were on to
something.
Khan Academy did not do a controlled research study. In part,

because their organization was only 5 people for most of the school year,
and they were just trying to build something worth researching. Things
changed fast for Khan Academy, and the system the students were using
at the end of the school year was very different from the system they
started using in November.
However, Khan Academy were curious to see how they did on

traditional assessments like the end of year CST exam. It is not the ideal
exam since it only tests performance on a narrow set of grade-level skills.
Many of their students were remediating topics they should have
learned years ago, or challenging themselves with much more advanced
topics. None of these gains would be captured. However, the CST
clearly mattered, so it was worth understanding how students performed.
The initial results were quite promising. The pilot included a

couple of 7th-grade classrooms with students who typically struggled in
Math. Khan Academy saw a significant improvement in the group. The
number of Advanced or Proficient students increased dramatically, from
23% to 41%.
Usually, the performance gap widens with students who struggle in

Math, particularly when they get to more advanced topics like pre-
algebra. The fact that these students were closing the gap (non-pilot
classrooms saw no significant change in their CST performance) was
very promising.
The pilot also included a few 5th grade classrooms. Los Altos is a
high performing district, and these students typically do very well on the
CST. This year was no different, with 96% of the students in pilot
classrooms scoring Advanced or Proficient. While these are great
results, it is not statistically different from the non-pilot classrooms in the
district. It turns out, in both pilot and non-pilot classrooms, the students
were doing great on the exam and didn’t have much room for
improvement.
However, Khan Academy could see amazing things happening

with the 5th graders. A majority of students were attempting early
algebra, and many students were experimenting with trigonometry and

calculus. These students were excited, engaged, and loved being
challenged. Inadvertently, we highlighted a distinct but not often
discussed problem with standardized, age-focused education. Students
performing at high levels are often not sufficiently challenged. Teachers
shouldn’t take kids who already know the material, and make sure they
already know the material. Teachers should be pushing and challenging
the students to their full abilities. Los Altos didn’t think everything was
perfect because their students were scoring well on standardized exams;
they saw significant value in creating an environment that was engaging
and challenging for all students.
Putting videos on YouTube is just a small piece of the equation.

What Khan Academy enables is a fundamentally different way for
students to approach learning. Here’s my take on the many innovations
we are bundling together into a coherent experience. This is what is really
making the difference.
 Students are free to learn anytime, anywhere

 Students can jump to where help is needed most, and spend as much time
as necessary to master concepts
 The content is short, fun, approachable, and easily digestible
 There is a clear and continuous path to learning complex topics
 Students feel an increased sense of ownership - they are learning, not “being
taught”
 The focus on core conceptual understanding ensures students build the
necessary skills that are applicable in any curriculum used in schools
 Interactive practice ensures concepts truly sink in
 Rich analytics help teachers monitor progress and provide focused support
 Teachers are empowered to make their classroom experiences much more

fun, engaging, and social, with less lecturing and more project-based learning
and peer tutoring
Disadvantages of using the Khan Academy

According to Melissa Herman (October 3, 2014) Khan academy,
the Khan academy is less interactive than having a face-to-face teacher
or tutor. With a physical teacher or a tutor, the students receive
immediate feedback and talk through your thought process. With the
Khan Academy videos, the students lose that interactivity. If the students
have a question about a certain concept or problem, the students cannot
talk to another person and have them elaborate. Khan academy is much
more difficult for students to work through problem solving processes
alone, in order to gauge your understanding.
Students are only exposed to one teaching style. Some students
are auditory learners, others are visual, some are kinetic, and many
students are a mix. Some students learn best with examples, some
students learn best by doing. With Khan Academy, you are restricted to
learning how the video teaches you, and it may or may not be the best
way for you to learn as an individual.
The students lose the collaborative aspect of education. A perk of
being in the classroom or one-on-one is that you can bounce ideas off of
each other and work together. Students might discover a new way of
thinking about something or help one another build off of your mutual
knowledge, skills, or strengths and weaknesses. That process cannot be
replicated in the same way, when learning from videos.
Khan academy lessens spontaneous creativity. Khan

Academy, by nature, takes away some of the creativity and innovation
that develops as the students learn. Khan academy can only instruct;
Khan academy cannot inspire and guide you to come to a solution on

your own. A fundamental part of education is not only learning the
material—in conjunction with generating ideas and being able to
execute them.
In summary, Khan Academy is an incredibly useful tool for
individuals to use to supplement concepts learned in class or find
extra problems to work. However, it cannot replace the traditional
classroom and tutoring experience. Melissa Herman (October 3,
2014)
Chapter lll
Research Methodology
Research Design
The proponents have used the Quantitative Research Method wherein

the study is focused on present situations.
Under the quantitative method of research that Khan Academy is used as

a tool to help the academic performances of the students of grade 11 HUMSS
Higher School ng UMAK. The main purpose of quantitative methods are
emphasizing objective measurements and the statistical, mathematical, or
numerical analysis of data collected through polls, questionnaires, and surveys,
or by manipulating pre-existing statistical data using computational techniques.
This study wishes to depict the main reason of why Khan Academy
serves as a tool in enhancing the academic performances of grade 11 HUMSS
students of Higher School ng UMAK.
Population and Sampling Procedure
The respondents of this study are 100 students of Grade 11 HUMSS of
the HSU, University of Makati .The researcher will analyze the answers
questionnaire regarding on how the educational site help the student in
improving the academic performance.
Research Instruments
The researchers used a survey questionnaire that is based on the study
entitled "Effectiveness of Khan Academy to Senior High School Students in
Different ways". This is a two-part questionnaire, the main device for gathering
the data. Part one is to deal the respondents profile. The profile contains the
name, age, and gender. Then the part two of the respondents will have the
needed information that they are able to answer. The respondents of the study
are the selected HSU Students, academic year 2017-2018.
Data Gathering Procedure

In conduct of the study, the researchers in tally sought information from
the selected student and professors of University of Makati. Researchers briefly
explored the description of Khan Academy.
Data Analysis
The researchers used descriptive method to facilitate data treatment
analysis. The answers on results of the survey questionnaires were tabulated,
tallied, and interpreted using the following statistical treatments and measures.
Frequency distribution. This tool is used to be able to show the number

pf occurrences of every answer chosen by the respondents. This is a table that
summarizes all the number of responses on each item in the survey.
Percentage Frequency Distribution. This tool specifies the percentage

of the frequency in each item to the overall number of respondents. It is
relatively significant method in expressing the interpretation of the frequency of
survey responses and other data.
% = f/N x 100
Where: % = Percentage
f= frequency
N = Number of Respondents
Weighted Mean. This was used to determine the average scores of the
respondents by the respondents based on the choices or options in the specific
item given on the questionnaire.
Wm=Tws/n
Where:
Wm is the weighted mean

Tws is the total scores
N is the total number of respondents
Students then were identified and asked on how educational sites help
them with their academic performance.
Professors’ respondents were likewise identified and were given the

needs assessment survey on the effectiveness of educational sites as a tool to
enhance academic performance. The researchers checked and tailed the results
on the responses of the respondents to the survey questions and evaluated the
same with the appropriate statistical treatment techniques for interception.
CHAPTER IV
DATA ANALYSIS AND PRESENTATION OF THE FINDINGS
Pre-Test Results
The following are the scores that the fifty (50) Grade 11 students got:
SCORE NUMBER OF PERCENTAGE REMARKS

STUDENTS
0-4 1 2% Failed
5-9 9 18% Failed
10-14 17 34% Failed
15-20 23 46% Passed
Table 1. Pre-Test Scores of the Fifty (50) Grade 11 Students
Based on table 1, twenty-seven (27) out of the fifty (50) or 54% got a
failing mark for the pre-test, while twenty-three (23) out of fifty (50) or 46% got a
passing mark. Prior to the administration of the pre-test, the students have taken
Basic Algebra subject and have knowledge about the topic understudied. The
pre-test scores of Grade 11 students confirmed it and it show that the
understanding of the students is below-average level.
Students with Students with

Passing Marks Failing Marks
46% 54%
Figure 1 Pie-graph of the Pre-Test Scores of the Fifty (50) Grade 11 Students
Post-Test Results
The following are the scores that the fifty (50) Grade 11 students got:
SCORE NUMBER OF PERCENTAGE REMARKS

STUDENTS
0-4 0 0% Failed
5-9 0 0% Failed
10-14 11 22% Failed
15-20 39 78%% Passed
Table 2. Post-Test Scores of the Fifty (50) Grade 11 Students

Based on Table 2, twenty-seven (11) out of the fifty (50) or 22% got a
failing mark for the pre-test, while twenty three (39) out of the fifty (50) or 76%
got a passing mark. This signifies that all of the fifty (50) Grade 11 students
passed the exam, and understood the topic using the Khan Academy. It is
noticeable that there is a great increase in the post-test scores compared to the
pre-test scores. This proposes that the use of the Khan Academy has been
effective to the Grade 11 students who were failed in their first study of the
subject matter.
14
12
10
8
Pre-Test
6
Post Test
4
2
0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21
Figure 2 Pre-Test and Post-Test of the Fifty (50) Grade 11 Students

Number Yes Percentage No Percentage

1 40 80% 10 20%
2 39 78% 10 20%
3 41 82% 9 18%
Table 3 Students who answered Yes and No in question 1 to 3.

1. Are you familiar with Khan Academy?
Students who Students who

answered answered No
Yes 80 % 20 %
Figure 3 Pie-graph of the students who answered Yes and No in question

number 1.
Based on Table 3, fourty (40) out of fifty (50) or 80% answered yes, while
ten (10) out of fifty (50) or 20% answered no. The data gathered shows that
students from Grade 11-08 HUMSS are familiar with the Khan Academy.
2. If yes, do you use Khan Academy?

answered answered No
Yes 78% 20 %
Figure 4 Pie-graph of the students who answered Yes and No in question

number 2.
Based on Table 3, thirty-nine (39) out of fifty (50) or 78% answered yes,
while ten (10) out of fifty (50) or 20% answered no. The data gathered shows
that students from Grade 11-08 HUMSS are using the Khan Academy.
3. If no, what are your alternative learning tools? Books or Online Sites?

answered answered
Book 82 % Online Sites
18 %
Figure 5 Pie-graph of the students who answered Books and Online Sites in
question number 3.
Based on Table 3, fourty-one (41) out of fifty (50) or 82% answered Books,
while nine (9) out of fifty (50) or 18% answered online sites. The data gathered
shows that the majority of students from Grade 11-08 HUMSS are still using
books as their alternative learning materials rather than the Khan Academy.
4. From your recent experiences with Khan Academy, how well is the
performance of the Khan Academy for you? (rate from 1 to 10)
No. 4 Frequency Percentage

1 to 2 1 2%
3 to 5 3 6%
6 to 8 24 48%
9 to 10 22 44%
Table 4 Students who rated the Khan Academy from 1 to 10.
Based on Table 4, one (1) out of fifty (50) or 2% rated the Khan Academy
as 1 to 2 to the Khan Academy, three (3) out of fifty (50) or 6% graded 3 to 5,
twenty-four (24) out of fifty (50) or 48% rated 6 to 8 and twenty-two (22) out of
fifty (50) or 44% graded 9 to 10. The data gathered shows that students from
Grade 11-08 HUMSS gave an excellent rating to the Khan Academy.
Students who rated 1 to 2 -

2%
Students who rated 3 to 5 -

6%
Students who rated 6 to 8

– 48%
Students who rated 9 to 10

– 44%
Figure 6 Pie-graph of the students who rated the Khan Academy from 1 to 10.
5. How often do you use Khan Academy?

1 to 2 hours 32 64%
2 to 5 hours 13 26%
6 to 8 hours 3 6%
12 hours and
above 1 2%
Table 5 Students who rated the Khan Academy from 1 to 10.
Based on Table 5, thirty-two (32) out of fifty (50) or 64% answered 1 to 2

hours , thirteen (13) out of fifty (50) or 26% answered 2 to 5 hours, three (3) out
of fifty (50) or 6% answered 6 to 8 hours and one (1) out of fifty (50) or 2% 12
hours and above. The data gathered shows that the majority of students from
Grade 11-08 HUMSS use 1 to 2 hours in the Khan Academy.
Students who used 1 to 2

hours - 64%
Students who used 2 to 5 -

26%
Students who used 6 to 8

– 6%
Students who used 12

hours and above – 2%
Figure 7 Pie-graph of the number of hours, students used the Khan Academy.
6. Do you think Khan Academy is more practical to use than Library?
Number Books Percentage Online Sites Percentage

6 23 46% 27 54%
Table 6 Students who answered Books and Online Sites

Based on Table 6, twenty-seven (27) out of fifty (50) or 54% answered
that Books is more practical to use than Library while twenty-three (23) out of
fifty (50) or 46% answered Online Sites. The data gathered shows that students
from Grade 11-08 HUMSS practically used Online Sites than Books.
Students who
chose Online
Sites- 54%
Students who chose

Books - 46%
Figure 8 Pie-graph of the students who answered Books and Online Sites are
more practical to use.
7. In one word, how can you describe Khan Academy?

helpful 40 80%
user-friendly 2 4%
expensive 0 0%
effective 5 10%
reliable 2 4%
others 1 2%
Table 7 Description of Students in the Khan Academy
Based on Table 7, 40 (27) out of fifty (50) or 80% answered that Khan
Academy is helpful; two (2) out of fifty (50) or 4% said that it is user-friendly;
zero (0) out of fifty (50) or 0% claimed that it is expensive; 5 (2) out of fifty (50)
or 10% - effective; and two (2) out of fifty (50) or 4% - reliable. The data
gathered shows that the students found Khan Academy with positive attributes
than can improve your academic performance without paying too much money.
helpful
user-friendly
expensive
effective
reliable
others
Figure 9 Pie-graph of the students who described the Khan Academy.
8. For you, how does Khan Academy help students in learning? (Pick only 2).
enhance 42 84%
entertains 11 22%
improve 10 20%
tradition 15 30%
Table 8 Effects of Khan Academy in Students’ learning
Based on Table 8, fourty-two (42) out of fifty (50) or 84% answered that
Khan Academy helps them enhance their learning process; eleven (11) out of
fifty (50) or 22% Khan Academy entertains them while learning; ten (0) out of
fifty (50) or 20% claimed that Khan Academy helps them improve their learning
process; and fifteen (15) out of fifty (50) or 30% responded that Khan Academy
is just like their traditional learning system.
enhance
entertains
improse
tradition
Figure 10 Pie-graph of the students who said how the Khan Academy helped
them.
9. Do you think Khan Academy is reliable?
Number Always % Sometimes % Never %
9 31 62% 17 34% 1 2%
Table 9 Reliability of Khan Academy to students
Based on Table 9, thirty-one (31) out of fifty (50) or 62% answered that
Khan Academy is always reliable; seventeen (17) out of fifty (50) or 34% Khan
Academy is sometimes reliable; one (0) out of fifty (50) or 2% claimed that Khan
Academy had never been reliable.
Always
Sometimes
Never
Figure 11 Pie-graph of the students who rated the reliability of the Khan
Academy.
10. Do you think Khan Academy is effective in learning?

10 40 80% 9 18% 0 0%
Table 10 Effectiveness of Khan Academy to students
Based on Table 10, forty (40) out of fifty (50) or 80% answered that Khan
Academy is always effective in learning; nine (9) out of fifty (50) or 18% Khan
Academy is sometimes effective in learning; zero (0) out of fifty (50) or 0%
claimed that Khan Academy had never been effective in learning.
Always
Sometimes
Never
Figure 12 Pie-graph of the students who rated the effectivity of the Khan
Academy.
11. Does Khan academy benefits you as a student?

11 40 80% 9 18% 1 2%
Table 11 Benefits of Khan Academy to students
Based on Table 11, forty (40) out of fifty (50) or 80% answered that Khan
Academy always give benefits the students; nine (9) out of fifty (50) or 18%
Khan Academy sometimes give benefits the students; one (0) out of fifty (50) or
2% claimed that Khan Academy never gave benefits the students.
Always
Sometimes
Never
Figure 13 Pie-graph of the students who rated the benefits of the Khan
Academy.
12. Do you recommend Khan Academy to other students as well?

12 38 76% 9 18% 1 2%
Table 12 Students’ recommendation for Khan Academy
Based on Table 12, thirty-eight (38) out of fifty (50) or 76% answered that
the students always recommend Khan Academy to other students; nine (9) out
of fifty (50) or 18% that the students sometimes recommend Khan Academy to
other students; one (0) out of fifty (50) or 2% claimed that the students never
recommend Khan Academy to other students.
Always
Sometimes
Never
Figure 14 Pie-graph of the students who recommend the Khan Academy.

CHAPTER V
SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATION
Summary
The Khan Academy offers practice exercises, instructional videos, and a
personalized learning dashboard that empower learners to study at their own
pace inside and outside of the classroom. It has free tools not just for students
but for teachers as well that’s why having access to it is not a huge problem for
everyone.
Internet nowadays plays a huge role in our lives because it makes our
lives easier. Ever since Khan Academy started way back 2007, it has been
successful and it reached a lot of students globally that’s why it is tested and
proven that it is a tool that helps students grow individually. Khan Academy
reached 190 countries such as Canada, India, Mexico, Brazil, Peru, etc. and
they have lots of partnerships with different big agencies as well. Using the Khan
Academy is a lot easier now because all a student need is a gadget and an
internet connection in which they can use Khan Academy anytime, anywhere
they want. With the use of the Khan Academy, students are able to learn and
study at their own pace, they have the chance to make their own process of
learning and monitor their progress without any conflicts because of the system
that the Khan Academy had provided.
The Khan Academy is an effective tool in which it helps every student
build up not just their academic performance, but also their personality and
lifestyle because having Khan Academy means having a big responsibility as
well. The Khan academy is one of the most reliable alternative learning material
that we can use in our daily lives especially to students who wanted to grow and
enhance their academic performance.
Conclusion
Based on the findings derived from this study, the following conclusions
were drawn:
The purpose of this study was to examine the effectivity of the Khan
Academy on the academic performance of Grade-11 HUMSS students.
Creating pre-test and post-test for students which was based in the Khan
Academy, determined the influence of the Khan Academy on the academic
performance of students.
The researchers found out the improvement of students before and after
the usage of the Khan Academy. Lack of instrument to sign-in and apply in the
Khan Academy was among the challenges students encountered, therefore,
adding more computers to all school facilities and spending school’s budget in
having educational gadgets for students to use and to improve the effectivity of
their wage with the Khan Academy.
Recommendation:
The following recommendations are offered based on the findings and
conclusion of the study.
 Learn how to use the Khan Academy first before conducting a research
about it.
 Endeavor to give assignments that will encourage the students to use the
Khan Academy.
 There is a need of a good connection between the researchers and the
correspondents during the research.
 Find correspondents who are having the accurate course outline for the
subject or topic that will be chosen and will be focused on during the
research.
 Search for correspondents who are already applied and currently using
the Khan Academy.
 Encourage students to use application games that are connected to the
selected topic.
 Make own tutorial videos
 Provide entertaining activities and hands on games to the students that is
related to the course outline
APPENDIX A
Table 1.Students’ perception towards the Khan Academy.

(Questionnaire)
1.Are you familiar with Khan Academy? __ Yes__ No
2.If yes, do you use Khan Academy? __ Yes__ No
3.If no, what are your alternative learning tools? __ Books__ Online Sites
4.From your recent experiences with Khan Academy, how well is the
performance of the Khan Academy for you? (rate from 1 to 10)
__ 1-2 __ 3-5 __ 6-8 __ 9-10
5.How often do you use Khan Academy?

__ 1-2 hrs. __ 2-5 hrs. __ 6-8 hrs. __ More than 12 hrs.
6.Do you think Khan Academy is more practical to use than Library?
If yes:
 Easy to Access
 More Time
 Can be search anywhere
 No ID required
If no:
 Lack of gadgets needed
 Complicated requirements needed
 Browsing is limited
__ Yes__ No
7. In one word, how can you describe Khan Academy?
__ Helpful __ Effective
__ User-friendly __ Reliable
__ Expensive __ Others
8. For you, how does Khan Academy help students in learning? (pick only 2)
__ Khan Academy is a tool to

enhance academic performance.
__Khan Academy entertains

students and kids as well.
__Khan Academy helps to

improve lifestyle.
__Khan Academy is more

effective than traditional
learning method.
Always Sometimes Never

9. Do you think
Khan Academy is
reliable?
10. Do you think
Khan Academy is
effective in
learning?
11. Does Khan

Academy benefits
you as a student?
12. Do you
recommend Khan
Academy to other
students as well?
APPENDIX B
Pictures of Students taking PRE-TEST
Pictures of Students taking POST-TEST

BIBLIOGRAPHY
Claudia Dreifus (January 27, 2014). It All Started With a 12-Year-Old Cousin.
Available from: https://www.nytimes.com/2014/01/28/science/salman-
khan-turned-family-tutoring-into-khan-academy.html
Melissa Herman (October 3, 2014). The Pros and Cons of Khan Academy.
Retrieved from: http://www.thesismag.com/2014/10/03/the-pros-cons-of-
khan-academy/
Jeyhun Abdullayev (February 03, 2017). Advantages and Disadvantages of

Khan Academy. Available from:
https://www.academia.edu/25360670/Advantages_and_Disadvantages_o
f_Khan_Academy
Salman Khan (August 20, 2015). Functions of Khan Academy. Available from:
https://www.khanacademy.org/about
Khan Academy Team (August 21, 2015). Impact of Khan Academy to students.
Available from: https://www.khanacademy.org/about/impact
Margaret Rouse (November 2016). Khan Academy. Available from:

https://whatis.techtarget.com/definition/Khan-Academy
SRI INTERNATIONAL (January 2014). Research on the Use of khan Academy

in Schools. Retrieved from: https://www.sri.com/work/projects/research-
use-khan-academy-schools
Khan Academy Team (January 2018). What is the history of Khan Academy.
Available from: https://khanacademy.zendesk.com/hc/en-
us/articles/202483180-What-is-the-history-of-Khan-Academy-
Clive Thompson (July 15, 2011). How Khan Academy is Changing the rules of
Education. Retrieved from: https://www.wired.com/2011/07/ff_khan/
Daniel P. Kelly and Teomara Rutherford, NC State University (June 20017). Khan
Academy as Supplemental Instruction: A Controlled Study of a Computer-Based
Mathematics Intervention, (Volume 18, number 4). Available from:
http://www.irrodl.org/index.php/irrodl/article/view/2984/4221
Name: Derrie Angel B. Bolos

Address: 107 Ballecer St. Zone 4 Signal Village
Taguig City
Email Address: angelbolosvill@gmail.com
Birthdate: July 06,2001

Age: 17 y/o
Sex: Female
Educational Attainment:
Elementary: Rodriguez Heights Elementary School Year Graduated: 2013
High School: Family Tabernacle of Jesus Christ Almighty Christian Academy
Year Graduated: 2017
Senior High School: University of Makati Year Graduated: 2019
Seminars/Trainings Attended:
 Cyber bullying Seminar

 Recollection 2018
 Social Media Awareness
 Drug Campaign 2018
Awards Attained:
 Best in Values (2014&2015)

 Best in Computer (2014)
 Science Quiz Bee group contest-Champion (2016)
 Journalism Traning-3rd place(Apsa-Tapat)
 DSPC Private Schools-6th place(2015)
 DSPC Private Schools-3rd place (2016)
 DSPC Public&Private-6th place Schools(2016)
 RSPC-competitor (2016)
Membership/Organizations:
 Math Science Organization (2015)

 English Club (2015)
 Campus Journalism-CRHW2015&2016)
 English Club(2016)
Supreme Student Government P.R.O (2015)
 Supreme Student Government Treasurer (2016)
Name: Raphael Isaac S. Damaso

Address: #1 McArthur street zone 6 South Signal
Village Taguig city
Email Address: raphaeldamaso23@outlook.com
Birthdate: April 23, 2001
Age: 17 y/o
Sex: Male
Elementary: Excellent Achievers Learning Center Year Graduated: 2013

High School: Sto.Nino Catholic School Year Graduated: 2017
Awards Attained:
 Most Cheerful (2007-2013)

 Buwan ng wika Overall Champion 2013
 2nd Semester Dean's Lister (2018)
 English Club (2011-2013)

 Dance Workshop (2011-2012)
 Junior Chefs Club (2015-2016)
 Sports Club (2013-2014)
Name: Niel Jayson C. Diño

Address: 7082 Lanzones St. Comembo Makati
City
Email Address:
zackarythompson1920@gmail.com
neiljaysondino@yahoo.com
Birthdate: August 20,2000
Age: 18 y/o
Sex: Male
Elementary: Comembo Elementary School Year Graduated: 2013
High School: Benigno “Ninoy” S. Aquino High School Year Graduated: 2017

 Student Leaders Convocation 2018
Awards Attained:
 Best In Filipino (2013)

 Best in English (2013)
 Best in Mathematics (2013)
 Extemporaneous Speaking Champion (2016)
 Leadership Award 2016
 Best Actor (Phantom of the Opera) 2015
 Best Male Performer (Phantom of the Opera) 2015
 Overall Rank 5 2015 (Grade 8 Level)

 Overall Rank 2 2017 (Grade 11-1st Semester)
 Overall Rank 6 2018 (Grade 11- 2nd Semester)
 Red Cross Youth President (2015)

 English Club Treasurer (2015)
 Book Lovers Club Vice President (2015)
 Student Commission on Election Chairman (2016)
 Debate Club President (2016)
 Campus Journalism Editor in Chief (2016)
 English Club President (2016)
 Zonta Club Vice President-Internal (2016)
 BNAHS Harmony- Public Information Officer (2016)
 Robotics Club- Member (2016)
 Supreme Student Government Vice President (Current)
Name: Clyde Zyrla P. Flores

Address: 113 Luzon Street, Brngy. Pitogo,
Makati City
Email Address: clyrlaflores@gmail.com
clyrlaflores@yahoo.com
Birthdate: February 18, 2001
Age: 17 y/o
Sex: Female
Elementary: Pineslight School of Makati Year Graduated: 2013
High School: Pineslight School of Makati Year Graduated: 2017
 Cyber Bullying Seminar (2018)

 Student Leaders Training (2015)
Awards Attained:
 Journalist (2016)
 Supreme Student Government Represrentative (2015)
Name: Chabelita E. Untalan

Address: 68-A Malvar St. West Rembo, Makati
City
Email Address:
untalanchabelita08@gmail.com
Birthdate: December 18, 1999
Age: 18 y/o
Sex: Female
Elementary: Tibagan Elementary School Year Graduated: 2013
High School: Tibagan High School Year Graduated: 2017
 Youth’s problem Seminar

 Girl’s Scout Training
 Leadership Seminar (2015)
 Cyber Bullying Seminar (2018)
 Recollection (2018)
 Drug Campaign (2018)
Awards Attained:
 Certificate of Participation in Math Club

 Certificate of Participation in Hi-Y Club
 Top 3 in Mathematics (2013)
 Top 2 in Araling Panlipunan (2015)
 Certificate of Participation in Science Quiz Bee -Finalist (2016)
 Top 10 in Class 2016 (Grade 9)
 Best in Science 2016 (Grade 9)
 With Honors 2017 (Grade 10)
 Dean’s Lister 2018
 English Club (2015)

 Math Club (2016)
 Hi-Y Club (2017)
 Yes-O Club (2017)

Khan Academy Boosts Student Performance

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HIGHER SCHOOL NG UMAK - UNIVERSITY OF MAKATI PAGE i

Republic of the Philippines

“THE KHAN ACADEMY AS A TOOL TO ENHANCE ACADEMIC

PERFORMANCE OF GRADE-11 HUMSS STUDENTS OF HIGHER SCHOOL

A research paper submitted to the Faculty of the University of Makati, in partial

of requirements in Practical Research II of Humanities and Social Science

A Research Paper Presented

Derrie Angel B. Bolos

Raphael Isaac S. Damaso

Niel Jayson C. Diño

Clyde Zyrla P. Flores

Mrs. Evangeline Felipe

In partial fulfillment of requirements in Practical Research I, this research paper

is entitled “The Khan Academy as a tool to enhance academic performance

of Grade 11 HUMSS Students, Higher School ng UMAK, S.Y. 2018-2019” is

presented by the Group 1 that consist of:

Derrie Angel B. Bolos Raphael Isaac S. Damaso

Niel Jayson C. Diño Clyde Zyrla P. Flores

Approved in the name of Faculty of English, Higher School ngUmak, as

one of the partial fulfillments in Practical Research II.

Mrs. Evangeline R. Felipe

1. A personalized learning resource for all ages………………………16

History of the Khan Academy………………………………………18

Chapter 4-Data Analysis and Presentation of the

CHAPTER 1- THE PROBLEM AND ITS BACKGROUND

I. Background of the Study

The Khan Academy offers practice exercises, instructional videos, and a

II. Statement of the problem

The study attempts to document the usage of Khan Academy as a tool to

enhance the academic performance of grade 11 students of Higher School ng

UMAK. It aims to answer the following inquiries.

1.)What is “Khan Academy"?

2.)Significant relationship of the Khan Academy to the academic

3.)What are the advantages and disadvantages of using the Khan

Students, who used Khan Academy as one of their learning

Input Process Output

The Khan Academy enhanced the academic performance of Grade 11

V. Significance of the study

Khan Academy is very efficient and reliable when it comes to enhancing

VI. Scope and Delimitations

VII. Definition of Terms

Pre-test- preliminary test administered to determine a student's baseline

CHAPTER 2- REVIEW OF RELATED LITERATURE

According to the Khan Academy (khanacademy.org):

A personalized learning resource for all ages

class. Their coach dashboard provides a summary of class performance

According to Daniel Light and Elizabeth Pierson (July 2014), the

access to just-in-time assistance that help keep students engaged with

According to David Phillips-Associate Director, FSG, and Jeff

Mission Completion vs. Spring Percentile It is perhaps not

ANALYSIS: There is a positive correlation between pilot students’

Not only do students who complete a significant portion of their

improve more during the year. Figure 2 shows an example of this by

Among this sample:

 Students who completed 0-10% of their mission on average grew

20 hours of practice is associated with a 115-point average score

Top university students use Khan Academy.

Stanford Consulting Group ran a survey in 2015 that included the

65%- of Stanford students (out of 504 surveyed)

According to Peter McIntosh, Oakland Unity High School Math

III. Significant relationship of the Khan Academy to the Academic

According to Mellisa Herman, “Thesis Magazine” by General