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The Impact of Blended Learning with Khan Academy and Projects on Motivation in a Mathematics Classroom

Cargile, Lori A
http://orcid.org/0000-0001-7512-6511
http://rave.ohiolink.edu/etdc/view?acc_num=ucin153027392910497

Abstract Details

2018, EdD, University of Cincinnati, Education, Criminal Justice, and Human Services: Curriculum and Instruction.
This study used qualitative methods to investigate the impact of blended learning with Khan Academy and Project Based Learning on student motivation and attitudes towards mathematics instruction. The perspectives of 11 students and their teacher in one geometry class of students in a high poverty urban high school were explored. The Station Rotation model of blended learning was implemented over ten class periods. The students rotated daily between three stations: teacher’s station, Khan Academy, and project station. The major findings show the students and the teacher perceived the blended learning instructional model as providing increased opportunities for discourse, personal attention, and choice when compared to whole group instruction prior to the study. These additional opportunities positively impacted student motivations and attitudes towards mathematics instruction. Further, the students valued self-paced learning, using mathematical tools, and the novelty of the blended learning environment. All 11 students preferred the instruction they received in the teacher’s group and in the project group to the instruction they received prior to the study. Eight of the 11 students perceived Khan Academy’s built-in points and badges system as mounting evidence of their mathematical capabilities resulting in increased confidence and inspiration to continue doing mathematics. The students saw personalized discussions with their classmates and the teacher as being integral to learning mathematics. Each of the components of Ryan and Deci’s (2000) Self-Determination Theory, learner needs for feelings of competence, relatedness, and autonomy, were addressed during the study.
Marshella (Shelly) Harkness, Ph.D. (Committee Chair)
Anna Dejarnette, Ph.D. (Committee Member)
Kathleen Koenig, Ph.D. (Committee Member)
Mathematics Education
Khan Academy; blended learning; Station Rotation; online learning; mathematics; motivation

Recommended Citations

Citations

  • Cargile, L. A. (2018). The Impact of Blended Learning with Khan Academy and Projects on Motivation in a Mathematics Classroom [Doctoral dissertation, University of Cincinnati]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ucin153027392910497

    APA Style (7th edition)

  • Cargile, Lori. The Impact of Blended Learning with Khan Academy and Projects on Motivation in a Mathematics Classroom. 2018. University of Cincinnati, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ucin153027392910497.

    MLA Style (8th edition)

  • Cargile, Lori. "The Impact of Blended Learning with Khan Academy and Projects on Motivation in a Mathematics Classroom." Doctoral dissertation, University of Cincinnati, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ucin153027392910497

    Chicago Manual of Style (17th edition)

ucin153027392910497
949
© 2018, all rights reserved.
This open access ETD is published by University of Cincinnati and OhioLINK.