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Running head: STUDENT ENGAGEMENT

Effect of Using iPads and Khan Academy in a Mathematics Classroom on Student Engagement
Nancy LeBlanc
University of New England
April 14, 2016

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Abstract

Technology tools like iPads and laptops are being used to access education programs like
Khan Academy in many different classrooms. This study examined how implementing these
technology tools with sixth grade math students would affect their engagement in the class, their
perceived learning of mathematics, their attitude towards math, and their mathematical
achievement. The participants completed a pre- and post-assessment, responded to a 5-point
Likert type questionnaire, and had their behaviors observed by three different teachers during the
first and final week of the study. The data analysis and results showed that students believed that
the use of iPads, laptops, and Khan Academy played a significant role in their learning
engagement, increased their assessment scores, they perceived their learning to be higher, and
had a better attitude towards mathematics. Areas of further research include determining what
technology students have access to at home and if Kindles are as effective as iPad use.

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Table of Contents

Introduction. 4
Problem Statement.. 4
Research Questions. 5
Hypothesis....... 5
Literature Review.... 6
Engagement and Motivation.....6
Technology....8
Khan Academy..9
Student Perception of Learning...10
Summary..11
Methodology....11
Research Design..12
Data Collection Plan....13
Data Analysis...15
Sample Selection..16
Results..17
Findings....17
Discussion........23
Limitations...26
Summary and Further Research...27
Action Plan...28
Conclusion....29
References.31
Appendices....33
Appendix A...33
Appendix B...34
Appendix C...37

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Effect of Using iPads and Khan Academy in a Mathematics Classroom on Student Engagement
A sixth grade middle school level math class in a low socioeconomic area is performing
lower than their counterpart. Students lack engagement during class and often distract others
from learning. Research has shown that implementing technology within the classroom can aid
teachers in enhancing student engagement. The only technology used in the classroom prior to
those implemented for this study was a document camera, which projects notes onto the board
for students to transcribe in their math binders. For the purposes of this study, additional
technology was implemented during class in an attempt to increase student engagement. The
class is comprised of twenty-one students. Eight students have IEPs and learning disabilities and
an additional student has a 504 plan that addresses attention and organization. Accommodations
include: visual supports for auditory instruction, verification for understanding, multiple breaks,
paraprofessional support, frequent redirection, breakdown of directions, concise oral directions,
opportunities to respond orally, directions verified, use of a peer tutor, preview vocabulary,
redirection, extended time, small group support, and preferential seating. Additionally, five
students would traditionally be pulled from the classroom to receive mathematics instruction
outside the classroom, but the special education teacher is instead co-teaching the class.
Problem Statement
Both sixth grade math classes receive the same curriculum and instruction, yet the
students in the focus math class are performing below their peers. The class requires more
explicit instruction, differentiated instruction, and a slower pace. These students are often quiet
when asked questions, must be coaxed to communicate with their math partners, report that they
are not good at math and cant do it, and overall lack engagement. Additionally, they lack the
desire to put effort into their work and often answer questions with random numbers, IDK, or a
question mark. Many students do not complete homework nor do they seek assistance. A

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behavior record is kept each class and records when students do not pay attention, speak out, and
do not have the required materials for class.
At the start of each unit the class is given a pre-assessment to determine if any students
would benefit from a challenge assignment instead of the lessons. The last pre-assessment
consisted of sixteen questions involving fractional operations with four questions per operation
(addition, subtraction, multiplication, and division). Students who score 80% correct for any
operation are given a challenge assignment while that skill is being taught. At this point in the
year no students have tested out of any math lessons. On the post assessment students received
an overall grade for the four operations. The scores for the post assessment were eleven students
scored above an 80%, ten students scored below 65%, and one student scored a 70%. Therefore,
almost half of the class did not demonstrate appropriate mastery of the subject and will need to
relearn the concept and be retested.
Research Questions
This study attempts to determine how implementing technology, like Khan Academy,
affects student engagement in mathematics class. Additionally, the study will show what impact
technology like iPads and Khan Academy has on students attitude toward math, their selfperception regarding their math skills, and their unit assessment.
Hypothesis
Following five weeks of exposure to technology, specifically Khan Academy video
lessons and practice problems, students will show improvement in their engagement during math
class by having less off -task behaviors compared to their current levels of performance in this
area, will demonstrate an increased ability to do math, and will report an increased positive
attitude towards math overall.

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Literature Review

Most teachers would agree that students who are actively engaged in their learning
exhibit fewer off-task behaviors and demonstrate higher academic achievement when compared
to their unengaged peers. However, individuals are motivated by various things that may or may
not appeal to everyone, so a strategy must be implemented that engages the most students.
Teachers must determine the best strategies for engaging a diverse group of learners who have
varying levels of performance and learning habits and then apply them to their classroom
instruction.
The following will define engagement, discuss how students perceive their learning, and
explore how technology can be an effective tool to increase student engagement and their
perception of learning.
Engagement and Motivation
Student engagement is defined in numerous ways. Some teachers use the terms
engagement and motivated interchangeably. Axelson and Flick (2011) cited one researchers
definition of engagement as an important means by which students develop feelings about their
peers, professors, and institutions that give them a sense of correctness, affiliation, and
belonging, while simultaneously offering rich opportunities for learning and development (p.
41). Another definition leaves out the offering of rich learning opportunities. The phrase
student engagement has come to refer to how involved or interested students appear to be in
their learning and how connected they are to their classes, their institutions, and to each other
(Axelson & Flick, 2011, p. 38). This is the definition of engagement this action research plan,
will use.

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There are many different forms of engagement one might see in the classroom.
Anderman and Anderman (2010) stated that intrinsic motivation and extrinsic motivation are the
two most common types of motivation. Intrinsic motivation is when students want to learn and
are engaged in the task for that reason, while extrinsic motivation has students who are engaged
in tasks to earn some type of reward or avoid punishment (Anderman & Anderman, 2010).
Students who are motivated tend to be likewise engaged in their learning. This paper will use the
terms engaged and motivated interchangeably. Finding what motivates students in the classroom
can be a complex feat to accomplish in a room of multiple students. Axelson and Flick (2011),
break down the forms of engagement into three categories: behavioral, emotional, and cognitive.
These forms can be interrelated and hard to distinguish from each other. Motivation and
engagement in education overlap and are linked (Axelson & Flick, 2011; Muir, 2014). The
correlation between student engagement and student learning is studied by many researchers.
When students find learning activities meaningful and interesting, including those that
are computer based, they spend more time on task and are more likely to meet learning
objectives (Dell, Newton, & Petroff, 2012, p. 120). Many teachers are in agreement that
students who are engaged in their learning will demonstrate increased academic achievement
compared to their peers who are disengaged. Yet, research has found support for both sides of
this argument. Harper and Quaye (2009) suggest a connection between student engagement and
academic success, by explaining students who are actively engaged in educationally purposeful
activities inside and outside the classroom show higher retention rates and higher graduation
rates (as cited in Diemer, Fernandez, & Streepey, 2012, p. 15). A study by Alexander Astin in
the 1980s on student involvement showed that a student who is more involved in their learning
produces learning proportional to that involvement (as cited in Axelson & Flick, 2011). Other

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researchers have a different opinion discussing how some students are highly engaged in a class,
but due to poorly designed instruction are not learning (Axelson & Flick, 2011, p. 42). Thus,
simply being engaged may not be enough. Students need to be engaged in rich learning in order
to demonstrate an increase in academic achievement. Technology is one such way to engage
student learners.
Technology
When you use technology in your classroom and use it well, you open the door for
learning and make mathematics more meaningful and motivating for your students (Campe,
2011, p. 625). Teachers face a large number of Common Core standards and curriculum
objectives they must get through in a limited amount of time and many are turning to technology
to aid in this endeavor. In addition to possibly saving time technology may help with the difficult
task of engaging students. As weve found out in daily life, digital tools are amazing, fun, and
engaging (Gullen & Zimmerman, 2013, p. 64).
There are many avenues to access technology available to teachers. Many students today
have smart phones, tablets, iPads, laptops, and other devices capable of getting online. However,
teachers must use caution when incorporating technology to ensure it will lead to effective
student learning. Dell, Newton, & Petroff (2012) determined
In order for the computer to be an effective instructional tool, teachers need to carefully
select educational applications and Web sites for student use. They need to be certain that
the applications they choose align with the curriculum and move students toward meeting
their educational goals (p. 135).
iPads are one avenue that allows students to access technology. They have also been
found to promote student engagement in the form of active and collaborative learning (Diemer,
Fernandez, & Streepey, 2012, p. 22). A study by Oraib Mango in 2013/2014 showed that students
learning Arabic as a foreign language reported enjoyment when using iPads in the classroom and

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had a high perception of engagement (Mango, 2015). iPads and other mobile tools can be an
avenue for students to access engaging, rich, learning activities in the classroom.
However, technology must be blended into teaching. Teachers infuse technology into the
classroom most successfully when they find new ways to enhance current practices, leveraging
technologys ability to help them connect, collaborate, and enrich (Gullen & Zummerman,
2013, p. 66). One study showed that students were engaged in mathematics when working on
computers, but if the computers were seen as a substitute for the teacher they disengaged (Muir,
2014). This will be an important consideration in the current study. Technology will be used to
enhance and compliment traditional teaching instead of replacing instruction.
Khan Academy. Khan Academy is one online resource that allows teachers to blend
learning and incorporate technology into their instruction. Khan Academy is good in that it
helps students do their homework (Parslow, 2012, p.337). It is not a substitute for a teacher, but
an online platform with educational videos and exercises for different subject areas (Light &
Pierson, 2014).
Light and Pierson (2014) further explain that Khan Academy can be used to blend
instruction. Teachers can assign exercises for students to complete in Khan Academy and still
provide direct instruction to the class. Educational applications are particularly promising for
helping these students master needed skills because they can be customized to meet individual
needs, provide sufficient repetition, and systematically present materials (Wehmeter, Smith,
Palmer & Davies, 2004, as cited in Dell, Newton, & Petroff, 2011, p. 118). Khan Academy
allows teachers to assign a skill that students master once they answer a certain number of
questions correctly in a row. Additionally, Khan Academy is gamified, so students can earn
badges and points for completing exercises, which has been shown to increase student

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engagement (Light & Pierson, 2014; Plass et al., 2013). Plass et al. (2013) found that educational
games that have incentives for students are more likely to be successful for student engagement
over time.
A study by Light and Pierson in 2013 had the researchers traveling to Chile to observe
five schools that were using Khan Academy in some capacity. A common conclusion from the
schools was that students were encouraged to collaborate with each other for help, but they could
not share answers since they had different problems (Light & Pierson, 2014). Light and Pierson
(2014) noted many other benefits to the students using Khan Academy including that students
did more mathematics, were self-regulated learners, worked on tasks at their level, mastered
more math skills, and perceived themselves as math learners.
Student Perception of Learning
A students perception of themselves can be a powerful attribute in a classroom. As
students perceive themselves as mathematicians, their confidence grows. As their confidence
grows, they usually put more effort into solving difficult problems instead of giving up when
things get hard. A study by Diemer, Fernandez, and Streepey (2012) had students reporting
feeling as if they were more engaged, which they found directly impacted their learning in a
positive way. Mango (2015) investigated student engagement when using iPads in a foreign
language class and found that the students believed the iPads helped them learn. Positive
perceptions lead to more student engagement which, in turn, is linked with higher achievement
and persistence; two important components for college success (Kuh et al., year, as cited in
Mango, 2015, p. 56).

Conclusion

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Teachers have a difficult task of applying a variety of teaching strategies to engage


students in their learning. Students who are engaged in their learning appear interested and
involved during class, these students have a better chance for higher academic achievement. One
tool in the teaching tool belt to engage students is technology. One study found that students
disengage when technology replaces their teacher, so technology must be blended into the
learning to combat this. There are many different avenues in which a teacher may choose to
incorporate technology into the classroom to engage students. One avenue is Khan Academy.
Khan Academy provides the perfect learning platform for this action research plan. It is an
engaging, gamified, and free piece of technology that students can access in the classroom and at
home by many different technology tools such as iPads, laptops, and cell phones. Engagement in
learning seems to go hand-in-hand with motivation and student perception of learning. An
increase in all of these things can lead to academic success as a students perception of learning
has been found to have a direct link to increased engagement.
Methodology
Students in a sixth grade mathematics class were behind their peers. The class required
more explicit instruction and a slower pace. These students lacked engagement, did not put effort
into their work, did not complete homework, and often verbalized their dislike for math. This
study attempted to determine how implementing technology, like Khan Academy, affected
student engagement in mathematics class. Additionally, the researcher hoped to learn what
impact using technology like iPads, computers, and Khan Academy had on the students attitude
toward math, their self-perception regarding their math skills, and their unit assessment. The only
technology used prior to the study was a document camera. Following five weeks of exposure to
technology, specifically Khan Academy video lessons and practice problems, students showed

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improvement in their engagement during math class by having less off-task behaviors, more
raised hands, and discussions, they demonstrated an increased ability to do math, and reported an
increased positive attitude towards math overall.
Research Design
A mixed-method research design was chosen to allow both student thoughts and
observable behaviors to be collected for analysis. A qualitative student survey using a Likert
scale was used to gauge student engagement, perception of learning, and attitude towards math
before and after the intervention. A second qualitative technique, classroom observation, was
used to determine if off-task behaviors and student attitude towards math improved with the
intervention. A quantitative data collection technique in the form of a teacher-made test was
given before and after the intervention to measure student mathematic achievement and
determine if there was an increase in math ability.
The proposed intervention was to use Khan Academy videos to blend instruction using
more technology. The researcher used a laptop and projector and showed these videos during
direct instruction at the start of the lesson, and students took notes on the videos. These videos
are engaging, which led to more learning. Additionally, students used Khan Academy Friday in
the computer lab or using laptops to complete problem sets for thirty minutes. The program
requires students to answer a certain number of questions correctly in order to move on, helping
them master the material. Additionally, it uses gamified techniques where the students can earn
points for correct answers. During class on Monday and Wednesdays, there was a center of iPads
and laptops for students to rotate to and work for fifteen minutes on Khan Academy problem sets
during independent practice time. Each student participated in this center one of the two days.
Data Collection Plan

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Data was collected using qualitative and quantitative measures. A Likert scale student
survey helped the researcher determine if students perceptions of learning increased (see
Appendix A questions 1-3), as well as their perceived engagement in the class (see Appendix A
questions 4-8). This was one method to collect engagement levels in the class and perceived
engagement. The survey was given at the close of the intervention and included a question at the
end asking students if they liked math to determine if student attitude towards math changed by
implementing more technology. The answers were compared to data answering the same
question at the beginning of the intervention to help determine if students attitudes towards math
improved.
A teacher-made test helped answer if their math ability increased (see Appendix B). This
test was given before and after the intervention. The test had questions relating to the ongoing
math unit; operations of decimals.
Khan Academy features the option to set up a class and the program will track student
learning as they progress through problems. This data was used to measure how engaged
students were and if their mathematics ability increased. If students complete few problems the
teacher observed to see if the students were disengaged from the activity or struggling with the
mathematic concept. Additionally, if students were logging on at times not required during class
that was marked as the students having a higher perception of learning.
The validity of the data was considered when designing this study. Wolcotts strategies
for ensuring the validity for qualitative research by recording observations accurately was
recalled as the researcher was recording observations (as cited in Mills, 2014, p.117). This
action-research study took behavior observations into consideration. The behavior observations
occurred mostly while students were collaborating with their peers. The study used observations

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during the class from the researcher, an aide, and the co-teacher to document displays of
engagement or disengagement. Observable behaviors included if redirection was necessary,
participation levels, positive and negative math talk, students body position, on- or off- task
discussion, and if students had their homework completed for class (Appendix C). The instances
of positive and negative math talk were analyzed to determine if students attitude towards math
improved with integrating technology. Mills (2014) stressed the importance of seeking feedback
from others when embarking on an action-research study, so the data collection form to record
behavior observations was carefully crafted with peers to allow for easy collection of many
different engagement factors that can occur during a class and a space for additional commentary
to accurately record observable data. Colleague feedback also contributed to the decision for the
co-teacher and aide to help with this data collection method to obtain credible data. The class
was divided into three groups with each teacher taking one group to observe during the class
period. Groups were switched each class to ensure validity of the data by getting multiple
perspectives. Additionally, Guba (1981) suggested a few methods to consider when designing a
study which includes practicing triangulation that compares a variety of methods to cross-check
collected data (as cited in Mills, 2014). This research-study has two to three different data
sources for each research question to cross-check the collected data to ensure validity and
confirmability of the collected data (Table 1). Colleagues agreed that these methods were valid
and appropriate data sources as there are numerous sources.

Table 1.
Data Collection Matrix

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Data Source

Research Question

1. Does Technology Increase


Student Engagement?

Student Survey

2. What is the Impact of


Technology on Student
Perception of Learning?

Student Survey

3. What is the Impact of


Technology on Student
Attitude Towards Math?

Student Survey

4. Does the Use of Technology


Impact a Students Mathematic
Ability?

Pre-Test

2
Behavior
Observations

3
Khan Academy
Learning Tracking

Khan Academy
Learning Tracking

Behavior
Observations

Post-Test

Do you like
math question

Khan Academy
Learning Tracking

Data Analysis
The researcher analyzed the student survey data using a point system SA=5, A=4, N=3,
D=2, and SD=1 point. Students answers were analyzed using a standard deviation calculator to
determine the mean and standard deviation of each question. A table was used to display this
information. At the start of the intervention, students were asked if they like math and answered
by choosing yes or no. This data was compared to the post-data question using the same method,
but the question was added to the end of the post-intervention survey. This analysis helped
determine how the students attitude towards math was impacted by the intervention.
The pre- and post-assessment was analyzed to determine how many students
demonstrated improvement after the study was complete. Tests were coded by number to match
pre and post intervention data without identifying individual students.
The researcher analyzed the behavioral observations from the first week of the
intervention and the last week of the intervention. The researcher then calculated the total

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number of students who were engaged or disengaged for each category the first week and final
week of the study and presented it in a table comparing the students pre-and post-behavior data.
Finally, Khan Academy data tracking results were analyzed in narrative form. By
analyzing the individual student reports the researcher saw the amount of skills each student had
practiced and mastered. The number of mastered problems was taken into account to determine if
engagement increases as well as students mathematical ability while the practiced problems and
estimated amount of time spent in Khan Academy were considered in determining student
engagement.
Sample Selection
The classroom consists of 21 students, 10 females and 11 males. While math ability is
taken into consideration, students are grouped primarily based on their reading ability. This class
consists of students who have lower reading abilities. 8 of the 21 students have identified
learning disabilities and individualized education plans (IEP). Additionally, one student has a 504
plan that addresses the need for frequent check-ins, movement breaks, set times during the period
to take a short walk, and organizational help. Most students in the classroom struggle with
organization, and two students have behavior issues that require frequent redirection. There are
three students with learning disabilities in the classroom with an IEP, but they do not struggle
with mathematics. The accommodations for these three students include visual supports for
auditory instruction, verification for understanding, small group support, and preferential seating.
Five additional students have IEPs who would traditionally be pulled from the classroom to
receive individualized instruction from the special education teacher. Instead, the special
education teacher co-teaches the course. Accommodations for these five students include
multiple breaks, paraprofessional support, frequent redirection, breakdown of directions, concise

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oral directions, opportunities to respond orally, directions verified, use of a peer tutor, preview
vocabulary, redirection, and extended time. Five of these eight students with IEPs are working
below grade-level despite these accommodations. The class is working on being able to
collaborate with any of their peers to solve problems, note-taking, and organization. Typically, 4
of the 21 students complete their homework assignments. These students were selected for this
study in hopes to increase their mathematic ability and change their negative attitude towards
math, which will benefit them.
Results
This research study was on the implementation of Khan Academy in a sixth grade
mathematics class using access devices like iPads and laptops. The research study was
implemented in hopes that students would show improvement in their engagement during math
class by having fewer off-task behaviors, would demonstrate an increased ability to do math,
perceive themselves to be learning more, and would report an increased positive attitude towards
math overall. There were four types of data collected during this study: a pre- and postassessment, student survey, behavior observations the first week and final week of the study, and
data from Khan Academy learning tracking.
Findings
Table 2 presents the results of the students pre- and post-intervention question (Appendix
A Pre-and post-intervention question: I like math). The pre-intervention question was
administered before the students became aware that they would be using Khan Academy for the
next five weeks in mathematics class and the post-intervention survey was administered the last
day of the study. Columns 2/3 reflect the number of students responses for the pre-intervention
survey, columns 4/5 presents the post-intervention survey, and column 6 presents the change

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(+/-) between the two surveys.


Table 2.
Question 9. Pre and Post Intervention Survey Results (21 students)
Pre- Intervention
Post Intervention
Yes
No
Yes No
I like math
9
12
14
7

Net Change to Yes


+5

Table 3 presents the results of the students post survey questions 1-3. The postintervention survey was administered the last day of the study. These questions were aimed to
determine if students perception of their learning increased with technology implementation.
The second column presents the mean and the third column represents the standard deviation of
student responses.
Table 3.
Student Perceptions of the Impact of Khan Academy and iPads on their Learning
Item
Mean
1
The use of Khan Academy helped my learning in this class
3.86

SD
1.13

Khan Academy served as a learning aid

3.81

0.76

Using Khan Academy helped me understand the learning


material
Overall mean

3.76

0.99

3.81

Table 4 presents the results of the students post survey questions 4-8. The postintervention survey was administered the last day of the study. These questions were aimed to
determine if students engagement in the classroom increased with technology implementation.
The second column presents the mean and the third column represents the standard deviation of
student responses.
Table 4.
Students Perceived Engagement in the Classroom

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Item
Using iPads, laptops, and Khan Academy helped me participate
in class activities

Mean
3.90

SD
0.89

Use of iPads, laptops, and Khan Academy helped facilitate


my collaboration with other students

3.57

1.06

I enjoyed using iPads, laptops, and Khan Academy in class

4.24

1.39

I concentrated better on my math learning when using the


iPad, laptop, and Khan Academy
Overall Mean

3.76

1.59

The iPad, laptop, and Khan Academy distracted me from


my classwork

3.87
1.66

1.23

Table 5 presents the results of the students pre- and post-intervention assessment
(Appendix B). The pre-assessment survey was administered before the students became aware
that they would be using Khan Academy for the next 5 weeks in mathematics class and the postassessment was administered the last day of the study. Column 2 reflects the pre-assessment
score in a percent correct out of one hundred. Column 3 reflects the post-assessment score in a
percent correct out of one hundred, and column 4 presents the change (+/-) between the two
assessments.

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Table 5.
Pre and Post Intervention Assessment Results (21 students)
Student
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21

Pre-Assessment
% out of 100 Correct
4
11
18
25
11
40
18
0
0
11
4
11
0
7
14
7
0
11
0
0
0

Post-Assessment
% out of 100 Correct

Net Change
%

21
25
32
25
40
54
36
29
29
25
32
36
0
57
40
33
50
40
7
18
7

+ 17
+ 14
+ 14
0
+ 29
+ 14
+ 18
+ 29
+ 29
+ 14
+ 28
+ 25
0
+ 50
+ 26
+ 26
+ 50
+ 29
+7
+ 18
+7

Table 6 presents the results of the students behaviors that were observed during four
mathematics classes (Appendix C). The pre-intervention data was collected before the students
became aware that they would be using Khan Academy for the next five weeks in mathematics
class and the post-intervention data was collected the last two math classes of the study.
Columns 2/3 present the number of times students were observed following directions either
independently or with redirection. Columns 4/5 present number of times students raised their
hands to participate or participated after being called on. Columns 6/7 presents data regarding
positive and negative math talk. Columns 8/9 presents data regarding peer collaborative

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discussions and if they were on or off task. Columns 10/11 presents data regarding if students
were prepared for class by having complete or incomplete homework calculated as a percentage
out of one hundred.
Table 6.
Pre and Post Intervention Behavior Data Collection Results (21 Students)
Week
Direction
Participation
Math
Body
Discussion Prepared for
Talk
Position
Class (%)
IND RD
RH RP Pos Neg
FT HD
ON OFF
C
IC
1 (Meet #1)

71

21

11

31

21

45

25

78

20

42

58

1 (Meet #2)

50

27

19

35

44

10

71

29

121

29

18

58

40
80
26
122 30
Prepared for Class Average

57

43

Total

5 (Meet #1)

61

16

23

10

13

43

14

12

62

38

5 (Meet #2)

60

45

74

26

121

21

32

13

20

68

32

Total

8
88
12
22
15
Prepared for Class Average

IND=Individual, RD=Redirection, RH=Raised hand, RP=Responds with prompting, Pos=Positive, Neg=Negative, FT=Facing
teacher, HD=Head down, ON=On-task discussion, OFF=Off-task discussion, C=Completed, and IC=Incomplete

Table 7 presents the results of the students behaviors that were observed during four
mathematics classes (Appendix C). The pre-intervention data was collected before the students
became aware that they would be using Khan Academy for the next five weeks in mathematics
class and the post-intervention data was collected the last two math classes of the study. The data
is presented to give a view of the individual student behaviors comparing the first and final
weeks of the study. Columns 2/3 present the number of times students were observed following
directions either independently or with redirection. Columns 4/5 present number of times
students raised their hands to participate or participated after being called on. Columns 6/7

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presents data regarding positive and negative math talk. Columns 8/9 presents data regarding
peer collaborative discussions and if they were on or off task. Columns 10/11 presents data
regarding if students were prepared for class by having complete or incomplete homework.
There were two assignments assigned each week.
Table 7.
Pre and Post Intervention Behavior Data Collection Results (21 Students)

Student
1 Wk 1*
Wk 5*
2 Wk 1
Wk 5
3 Wk 1
Wk 5
4 Wk 1
Wk 5*
5 Wk 1
Wk 5
6 Wk 1
Wk 5
7 Wk 1 *
Wk 5 **
8 Wk 1
Wk 5
9 Wk 1
Wk 5
10 Wk 1
Wk 5*
11 Wk 1
Wk 5
12 Wk 1*
Wk 5
13 Wk 1
Wk 5
14 Wk 1
Wk 5
15 Wk 1*
Wk 5*
16 Wk 1
Wk 5
17 Wk 1
Wk 5**
18 Wk 1
Wk 5
19 Wk 1
Wk 5
20 Wk 1**
Wk 5
21 Wk 1
Wk 5

Direction
Ind RD
3
3
1
1
4
0
9
1
1
3
4
1
10
2
8
0
9
2
9
0
5
5
8
4
0
3

Participation
RH
RP
0
0
2
1
0
0
0
0
1
1
4
0
2
1
0
0
0
2
2
0
0
1
1
0
0
0

Math Talk
Pos Neg
1
1
0
0
3
0
1
0
0
3
2
0
5
0
0
0
5
9
1
0
1
1
0
0
1
1

Body
FT HD
4
1
1
0
4
0
4
0
3
2
5
0
7
5
5
0
6
4
6
0
1
8
3
8
0
2

Discussion
On Off
1
5
3
2
6
2
0
0
1
7
2
1
10 0
0 1
11 4
4 0
3 2
3 2
5 2

HW
C IN
0 1
0 1
1 1
0 2
0 1
2 0
2 0
1 0
1 1
2 0
0 2
1 1
0 1

5
3
3
3
8
8
8
10
2
8
2
9
8
9
3
0
9
4
11

0
4
1
3
1
0
0
0
0
1
0
1
0
0
3
1
2
2
1

0
1
0
1
2
1
1
4
0
1
1
2
0
0
0
2
1
3
2

0
0
2
6
0
0
0
1
0
1
0
0
0
0
0
0
0
1
0

5
3
4
2
4
1
4
0
0
0
1
3
5
0
1
0
3
3
5

0
0
4
8
3
0
2
0
0
0
0
0
0
0
1
0
0
0
1

3
5
2
5
6
3
5
5
1
4
1
4
6
6
4
1
2
1
5

0
0
0
0
0
0
1
1
0
1
0
0
0
0
5
0
0
0
0

4
2
6
3
6
0
7
3
2
0
2
1
1
3
2
2
4
3
8

0
1
2
5
1
0
0
0
0
0
0
0
1
0
2
0
6
1
0

2
2
0
0
2
0
0
1
1
2
2
2
1
1
0
0
2
2
2

0
0
2
2
0
1
2
1
0
0
0
0
1
1
1
1
0
0
0

3
4
10
8

0
1
1
1

2
1
2
2

0
0
0
2

2
2
2
1

0
0
0
0

2
5
4
4

0
0
1
1

7
2
7
0

2
2
1
0

2
2
1
0

0
0
1
2

8
4
8

0
1
0

1
3
3

0
0
1

1
2
0

0
7
0

6
3
6

0
0
3

4
8
0

0
1
1

2
1
2

0
1
0

*Student was absent one of the two days behavior data was collected for the week
** Student was absent both days behavior data was collected for the week

STUDENT ENGAGEMENT

23

The learning results from Khan Academy provided useful information. Two students
mastered two sixth grade math skills and one student mastered three skills. The remaining
students did not demonstrate mastery of any skills. Sixteen students spent 66-200 minutes using
Khan Academy. Five students spent 399, 210, 269, 223, and 291 minutes respectively using
Khan Academy. Two students accessed Khan Academy three different days outside of school
hours for a total of 67 and 48 minutes. Five students accessed Khan Academy during study hall
time throughout the 5-week intervention.
Discussion
The data in Tables 2 and 3 respond to the third research question, What is the impact of
technology on student attitude towards math? Table 2 shows a marked change in the students
attitude about math over the course of the study. Prior to the study, 43% of students reported that
they liked math, while 57% reported that they did not like math. At the end of the study, 67% of
the students reported liking math and 33% reported not liking math. The results show a 24%
increase (a change for 5 students) in the number of students who reported they like math.
Table 3 shows students perceptions of the impact of using Khan Academy, iPads, and
laptops on their learning. The questions on the survey were worded that the desired answers
would yield a higher number answer on a 1-5 scale. The overall mean of 3.81 indicated that
students found Khan Academy using iPads and laptops effective tools that helped them learn.
Table 4 shows students perceptions of engagement in the classroom. These five
questions on the student survey were related to the research question that asked, Does technology
increase student engagement. Questions 4-7 on the survey were worded that the desired answers
would yield a higher number answer on a 1-5 scale. The eighth question was worded so that the
desired answer would yield a lower number. The overall mean of 3.87 indicates that students

STUDENT ENGAGEMENT

24

perceived higher engagement when using Khan Academy on iPads and laptops. Additionally,
question 8 had a mean of 1.66 which indicates students did not feel distracted when using Khan
Academy.
Table 5 shows a marked change in students academic achievement in math over the
course of the study. Prior to the beginning of the study, students scored 0-14% on the assessment
with three students scored 18%, 25%, and 40% respectively. At the end of the study, students
generally increased 7-29%. Two students did not increase their score and two students increased
50%. The results show an overall increase in student achievement in mathematics.
Table 6 shows a few different things over the course of the study. First, students did not
change in their ability to follow directions. The number of students caught independently
working was the same, 121, before and after the intervention, while the number of students who
worked on task after redirection only went down in a few instances from 29 to 21. Regarding
participation, there was an increase in students raising their hands to participate from 18 to 32
instances. The number of students who participated with prompting increased from 6 to 13
instances. Positive math talk dropped from 58 to 20 instances, while negative math talk
decreased from 40 to 8 instances. The body position of the students, which helped determine
student engagement had students facing the teacher 80 times before the intervention and 88 times
after. Before the intervention students had their heads down 26 times compared to the 12 times
after the intervention. On-task discussions went from 122 instances before the intervention to 22
times after the intervention while off task discussions decreased from 30 to 15. Overall, this data
demonstrates a small positive change in student engagement, after the implementation of this
study. Table 6 also shows a marked change in students who were prepared for class by having
their homework completed. 57% of students were prepared for class by having completed

STUDENT ENGAGEMENT

25

homework before the study, while 68% were prepared for class by having completed homework
after the study, which led to increased math ability since they were able to complete their
homework.
Table 7 presents student observation data in a way that behavioral data can be compared
for each student pre- and post-intervention. The data regarding positive and negative math talk is
promising. Students 5 and 21 had many negative math comments to share prior to the
implementation of the study (9 and 7 comments respectively). These comments dropped to 0 and
3 the last week. What was surprising was the increase in negative math talk by student 9, who
had 4 negative comments towards math the first week and 8 the final week. Three additional
students had 2-3 negative comments the first week that dropped to none the final week. Thus,
overall, there was a large improvement in that category. Student 6 had their head down 8 times
both weeks that were observed, which makes the researcher curious if they were having bad
weeks those two weeks or if this is a common occurrence. Overall, the table supports that there
were many more instances of facing the teacher than having heads down, on-task discussions
than off-task discussions, and students working independently.
The student progress reporting from Khan Academy showed that 2 students spent time on
Khan Academy at home when it was not required, demonstrating an increase in engagement with
mathematics and a higher level of perceived learning. These 2 students had the highest increase
in their pre- to post-assessment scores. Additionally, 5 students had much higher time spent on
Khan Academy than their peers. These 5 students also spent time on Khan Academy during nonrequired time like study hall. Only 2 of these students had a large increase in their pre- to postassessment scores. The other 3 students increased at the same rate as their classmates. The
combined data reveals that the hypothesis was correct.

STUDENT ENGAGEMENT

26

Limitations
There were some limitations in this study that may have impacted the results. Three
snowstorms occurred on days when the class was scheduled to use Khan Academy with the iPads
and laptops, which led to less time using Khan Academy.
Additionally, several students expressed wishes to use Khan Academy at home, but were
unable to get to the library over the weekend as they did not have Internet access at home. The
researcher feels more students would have logged more time outside of class if the technology
was available to them at home. The researcher did not collect data on what technology devices
were available at home, or if Internet access was available at home, and this data would have
been useful to include in the report.
The researcher did not anticipate the slow pace in which the students would move
through this unit, resulting in the students not getting as far into the material as originally
believed. The pre- and post-assessment should not have included questions that required students
to determine tip, tax, and discounts as the students did not get to this instruction which impacted
their ability to answer those questions on the post-assessment, likely resulting in lower than
anticipated post-assessment scores. Two students chose to turn in post-assessments with little to
no attempt at answering the questions. These students received low scores even though they had
demonstrated some understanding during check-ins and quizzes throughout the unit.
Unintentional interference from the educational technician occurred once while the
students were using Khan Academy. The students were working on their problems independently
and a student asked her to check an answer before submitting it to see if it was correct. She
caught on after the second question and asked him if he has been putting them into the program

STUDENT ENGAGEMENT

27

before asking her for help. His drive was to get five correct in a row. This interference did not
lead to him demonstrating mastery for that skill.
During the first week of data collection students were given direct instruction, then set to
work in peer groups on the skills, and finally worked independently to practice the skill. While
students were practicing independently, they were pulled into smaller groups if they needed more
guided practice with the skill. This gave the researcher, the educational tech, and the co-teacher
of the course ample opportunities to collect behavior data. During the last week of the
intervention the students were reviewing and practicing for a test and taking the test due to the
three storm days that occurred during this study. The setting was different from when data was
first collected and likely impacted the results.
Summary and Further Research
Students showed improvement in their engagement during math class by the student
survey results, use of Khan Academy during non-required times, and more raised hands to
participate in class. The students demonstrated an increased ability to do math demonstrated by
their post-assessment scores and their increase in mastered skills from Khan Academy reports. A
student survey (questions 1-3) resulted in students having a higher perception of learning as well
as the increase in homework completion at the end of the study. The students reported an
increased positive attitude towards math by decreasing the negative comments during math class
and an increase in students reporting they like math.
The results of this research study confirm the hypothesis, but the intervention should be
studied with other mathematics classes. The Khan Academy intervention showed a positive
outcome for the mathematics class and might have an even greater impact on a mathematics
class that is not struggling with the same issues.

STUDENT ENGAGEMENT

28

More data should be gathered for this study. First, behavior data should be collected each
week to get a better sense of data during math instruction instead of comparing it when the class
was prepping for and then taking a test. The collected behavior data provided some interesting
insight, but needed to be done in a different way to collect better data to be analyzed. Important
things like not having their head down and negative math talk improved, but other recorded data
was harder to determine if the intervention had an impact on engagement. Second, data should be
collected prior to the study to see what technology devices are available at home and if students
have Internet access. This would be useful information.
Action Plan
As numerous benefits were seen while conducting the intervention, Khan Academy will
become an addition to the sixth grade mathematics class. This will not be an easy addition since
the researcher does not have access to enough technology devices to have the entire class on
Khan Academy at one time. Teachers with these resources would be able to get a class online for
independent practice. The students saw instant feedback to their problems, which is a benefit of
using Khan Academy and they need to get five problems in a row correct to stop practicing the
concept, so this forces the students to slow down and take their time on the problem. The
researcher will be looking for grants to get more technology devices into the classroom. Since
Khan Academy can be accessed on any device the researcher will look for kindles and old iPads
since these seem to be the least expensive devices available.
The researcher will use Khan Academy in all math classes after piloting the program with
one class of students. The resulting change of students whose attitude towards math went from
not liking math to liking math is reason enough to implement some use of the program with other
students. Differentiated instruction will be more easily achieved using this program. Instruction

STUDENT ENGAGEMENT

29

can be differentiated during class and during math response to intervention periods by utilizing
the many features of Khan Academy.
These results will be shared in two ways. The first will be at a staff meeting. The
researcher will prepare a PowerPoint summarizing what the intervention entailed and describing
the results of the intervention. Other math teachers may want to try to use Khan Academy in their
classes after seeing the positive results. Many teachers are looking for strategies to help them
differentiate their instruction and this tool would be helpful in the endeavor. Additionally, the
researcher will share the results with the math curriculum coordinator. If the curriculum
coordinator finds the program a valuable use of time, they will be willing to help locate
professional development using the program for the math teachers in the district. The keys to the
program include its engagement features, accessibility on multiple technology devices, and
access to the program.
Conclusion
This study investigated how implementing technology, like Khan Academy, affected
student engagement in mathematics class, students attitude toward math, their self-perception
regarding their math skills, and their mathematic achievement at the sixth grade level. The results
indicated that students believed the iPads helped them participate in class activities, facilitate
collaboration with other students, concentrate on math better, and they enjoyed using the
technology. This is significant because as stated earlier, When students find learning activities
meaningful and interesting, including those that are computer based, they spend more time on
task and are more likely to meet learning objectives (Dell, Newton, & Petroff, 2012, p. 120).
Other results included an increase in their mathematics ability, less off-task behaviors by the end

STUDENT ENGAGEMENT

30

of the study, increased ability to do math, and reported an increased positive attitude towards
math.
This study is not without limitations. It was conducted on a small class and the material
on Khan Academy was selected to align with current mathematic instruction in the class. More
research needs to be conducted to see what technology the students have access to at home.
Further research on the problem using different technology devices like Kindles would be needed
as these are a more cost effective option than iPads.

STUDENT ENGAGEMENT

31

References
Anderman, E. M., & Anderman, L. H. (2010). Classroom motivation. Upper Saddle River, NJ.:
Pearson.
Axelson, R. D., & Flick, A. (2011). Defining student engagement. Change: The Magazine of
Higher Learning, 43(1), 38-43. Retrieved from ERIC (EJ911465).
Campe, K. D. (2011). Do it right: Strategies for implementing technology. Mathematics
Teacher, 104(8), 620-625. Retrieved from ERIC (EJ920864).
Dell, A., Newton, D., & Petroff, J. (2012). Computers and the internet to teach math.
Assistive Technology in the Classroom (2nd ed., pp. 117-138). Boston, MA: Pearson.
Diemer, T.T., Fernandex, E., & Streepey, J.W. (2012). Student perceptions of classroom
engagement and learning using iPads. Journal of Teaching and Learning with
Technology. 1(2), 13-25. Retrieved from http://jotlt.indiana.edu/article/view/3084.
Gullen, K., & Zimmerman, H. (2013). Saving time with technology. Educational Leadership,
70(6), 63-66. Retrieved from ERIC (EJ1015330).
Light, D., & Pierson, E. (2014). Increasing student engagement in math: The use of Khan
Academy in Chilean classrooms. International Journal of Education and Development
Using Information and Communication Technology, 10(2), 103-119. Retrieved from
ERIC (EJ1071280).
Mango, O. (2015). iPad use and student engagement in the classroom. Turkish Online Journal
of Educational Technology - TOJET, 14(1), 53-57., 91-115. Retrieved from ERIC
(EJ1057341).
Mills, G. (2014). Ethics. In action research: A guide for the teacher researcher. Upper Saddle
River, NJ.: Merrill.

STUDENT ENGAGEMENT

Muir, T. (2014). Google, mathletics and Khan Academy: Students' self-initiated use of online
mathematical resources. Mathematics Education Research Journal, 26(4), 833-852.
Retrieved from ERIC (EJ1044913).
Parslow, G. R. (2012). Commentary: The Khan Academy and the day-night flipped classroom.
Biochemistry and Molecular Biology Education, 40(5), 337-338. Retrieved from ERIC
(EJ991480).
Plass, J. L., O'Keefe, P. A., Homer, B. D., Case, J., Hayward, E. O., Stein, M., & Perlin, K.
(2013). The impact of individual, competitive, and collaborative mathematics game
play on learning, performance, and motivation. Journal of Educational Psychology,
105(4), 1050-1066. Retrieved from ERIC (EJ1054513).

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33
Appendix A
Student Survey

Directions: Please circle the answer which best describes your opinion to the question
1. The use of Khan Academy helped my learning in this class.
Strongly Agree

Agree

Neutral

Disagree

Strongly Disagree

Disagree

Strongly Disagree

2. Khan Academy served as a learning aid


Strongly Agree

Agree

Neutral

3. Using Khan Academy helped me understand the learning material.


Strongly Agree

Agree

Neutral

Disagree

Strongly Disagree

4. Using iPads, laptops, and Khan Academy helped me participate in class activities.
Strongly Agree

Agree

Neutral

Disagree

Strongly Disagree

5. Use of iPads, laptops, and Khan Academy helped facilitate my collaboration with other
students.
Strongly Agree

Agree

Neutral

Disagree

Strongly Disagree

6. I enjoyed using iPads, laptops, and Khan Academy in class.


Strongly Agree

Agree

Neutral

Disagree

Strongly Disagree

7. I concentrated better on my math learning when using the iPad, laptop, and Khan Academy.
Strongly Agree

Agree

Neutral

Disagree

Strongly Disagree

8. The iPad, laptop, and Khan Academy distracted me from my classwork.


Strongly Agree

Agree

Neutral

Disagree

9. I like math.
Yes

No

Strongly Disagree

STUDENT ENGAGEMENT

34
Appendix B
Decimal Operations Assessment

1. Solve the following computations. Show your work.


a. 11.26 + 35.917

b. 8.25 4.102

c. 12.5 x 4.1

d. 36.8 divided by 0.8

2. Paul took a trip in May. The price of gas that he paid during his trip was $1.50 per gallon. He
filled his van four times over the trip. The amounts he bought were: 15.182 gallons, 15.084
gallons, 14.008 gallons, and 15.331 gallons.

a. How much gas did he buy on the trip?

b. What was his total cost for gas on the trip?

STUDENT ENGAGEMENT

35

c. His odometer (measures distance traveled) read 23,491.1 miles when he pulled out of his
driveway and 24,709.4 miles when he returned. How many miles did he travel on the trip?

3. The total bill for drinks and a pizza for three people is $12.85 before tax.
a. The sales tax is 5%. What will be the amount added to the bill for the sales tax?

b. The groups wants to leave a 15% tip on the cost of the food, not including the tax. What will
be the amount added to the bill for the tip?

c. How much should each person pay if they are to share the bill equally?

4. Suppose your mom gives you $20 to go to the school supply store. The state charges 6% sales
tax on supplies. You need to buy the following items:
Pencils

$2.29

Notebook

$2.99

Paper

$3.59

Pens

$2.35

a. How much will the supplies cost? Show your work.

b. Will you have enough left over to buy your favorite lunch that costs $5.49? Explain.

STUDENT ENGAGEMENT
5. Mrs. LeBlanc is grading math tests. A students work on a problem is given below:
0.23 x 2.07 = 0.04761
Is the student correct? Explain.

6. Write a complete fact family for the problem 12.4 3.2 = 9.2

36

STUDENT ENGAGEMENT

37

Appendix C
Behavior Observations
Date: __________________________________
Body
Direction Participation Math Talk Position
Student
Name

Ind. RD RH

RP

Pos, Neg. FT

HD

Discussion
On
Task

Off
Task

Prepared for
Class

Comments

HW C No HW

Key: (RD) needed redirection, (RH) raised hand to participate (not break, bathroom, etc), (RP) participated with
prompting, HD (head down), FT(facing the teacher), HW C (HW complete)

Notes:

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