Reynante Chapter 5.Edited

1
Chapter V
Summary, Conclusions, and Recommendations
Summary
This study entitled The Effectiveness of Khan Academy Videos
on Students’ Learning Performance in Simplifying the Order of
Operations was conducted to Grade 8 sections Capricorn and Taurus
students enrolled during School Year 2022 – 2023 at Tapaz
National High School to answer the following questions: (1) what
are the learning performances of the two groups of students
before and after the intervention?; (2) Is there a significant
difference in the pretest scores of the two groups?; (3) Are
there significant differences in the pretest and posttest scores
of the two groups?; and (4) Is there a significant difference in
the posttest scores of the two groups?
This quasi-experimental research utilized 60
respondents. The researchers-made parallel pretest and posttest
was the gathering instrument used in this study. The descriptive
statistics employed were frequency counts, percentage, mean,
standard deviation, and t-test for inferential statistics at .05
alpha using Microsoft Excel software.

2
The findings of the study are the following.
1. The control group and experimental group had very poor and
poor learning performance respectively. However, after the
intervention, both the control group and experimental group had
fairly satisfactory learning performance.
2. No significant difference existed between the pretest scores
of the control group and the experimental group.
3. Significant differences are found between the pretest scores
and posttest scores of the control group and experimental group.
4. No significant difference existed between the post-test of the
control group and the experimental group.
Conclusion
Based on the findings enumerated in order they provide
answers to the hypotheses, the conclusions arrived at in the
present study are as follows:
1. Students' learning performance in simplifying the order of
operations improves to fairly satisfactory at the end of the
study regardless of the strategies employed, be it in a
conventional way or with the Khan Academy video application.

3
2. Students from two different groups have unanimously the same
capability in simplifying the order of operations at the start of
the study.
3. Regardless of the strategies employed, conventional or with
the use of Khan Academy videos, students' learning performance
increases to the same level but not remarkably impressive.
4. The comparable learning performance of the two groups of
students at the end of the study indicates that Khan Academy
videos as reinforcement in simplifying the order of operations
appear to be ineffective.
Recommendation
Given the findings and conclusions, the following are
recommended:
1. Considering students’ learning performance has improved
regardless of the teaching strategies employed, teachers may use
math applications to help students learn math concepts.
2. School principals may initiate training and seminars intended
for teachers to enrich their knowledge and skills regarding
various strategies, technologies, and applications that could
help students improve their learning performance.

4
3. Teachers may avoid using applications that contain tutorial
videos which is difficult for the students to comprehend
including the language.
4. The study indicates that the use of Khan Academy videos as
reinforcement in teaching mathematics appears to be ineffective.
Thus, teachers may try other applications such as Algebrator,
Photomath, and Mathway.

5
References:
Abah, J. A. (2020). An Appeal in the Case of Involving
Conventional Teaching: Emphasizing the Transformation to
Enhanced Conventional Teaching in Mathematics Education.
VillageMath Educational Review (VER), 1(1), 1-10.
Abdulah, H. & Fraheem, I. (2022). Effectiveness Of Using
Kahoot! Application In The Teaching Of Vocabulary On
Perception And Achievement Of Low Achiever Students.
Alqashanin, G. & Faqihi, Y. (2022). The Effect of Using
Mathway on Developing Secondary School Students’ Academic
Achievement in Mathematics in Narjan, Kingdom of Saudi
Arabia.
Barman, N. (2013). An evaluation of the effectiveness of the
Khan Academy videos for teaching mathematics at Menzi High
School.
Bandura, A. (1986). Social foundations on thought and action:
A social cognitive theory, Engle Woodcliff’s, N.J:
Prentice.
Cabiao, A. & Alohoy, M. (2022). Using Photomath Mobile
Application as a Learning Tool in Teaching Algebra During
Distant Learning.
Chang K. et al., (2015). The effects of integrating mobile
devices with teaching and learning on students' learning
performance.
Clark, R.C., & Mayer, R.E. (2016). E-learning and the science of
instruction: Proven guidelines for consumers Using Photomath
Mobile Application as a Learning Tool in Teaching Algebra
During distance learning.
Denler, H., Walters, C., & Benzon, M. (2009). Social cognitive

theory. http://www. education.com/reference/ article/social-
cognitive-theory.
6
Etcuban, J. et al., (2018). The Effects of Mobile Application in

Teaching High School Mathematics.
Kahrmann, C., (2016). Efficacy of Math Video Tutorials on
Student Perception and Achievement. Doctor of Education in
Teacher Leadership Dissertations Paper 9.
Kelly, D. P., & Rutherford, T. (2017). Khan Academy as
supplemental instruction: A controlled study of a computer-
based mathematics intervention. The International Review of
Research in Open and Distributed Learning, 18(4)
Khan, S. (2012). The one world schoolhouse: education reimagined.

New York, Twelve.
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 ICT, 10(2), 103-119.
Namuag, N., & Orilla, L., (2021). The Mediating Effect of
Tutorial Videos in Mathematics on the Relationship between
Teaching Strategies and Academic Motivation of Students”
International Journal of Humanities Social Sciences and
Education (IJHSSE), vol 8, no. 10, 2021, pp. 169-193. doi:
Rahman, A. et al., (2017). Developing students‟ mathematical
skills involving order of operations. International Journal of
Research in Education and Science (IJRES), 3(2), 373- 382. DOI:
10.21890/ijres.327896
Rosen, M.A., Salas, E., Pavias, D., Jensen, R., Fu, D.,
&Lampton, D. (2010). Demonstration-based training: A
review of instructional features. Human Factors and
Ergonomics Society.
Villahermosa, E. (2022). The Effectiveness of Algebrator in
The Learning Performance in Mathematics of Grade 11
Students.
Teng, J. (2015). The effectiveness of video tutorial and preview
on self-efficacy, task performance, and learning.
Website references:
https://www.mometrix.com/academy/order-of-operations/
https://edu.gcfglobal.org/en/algebra-topics/order-of-operations/
1/1
7
APPENDICES
8
Republic of the Philippines

CAPIZ STATE UNIVERSITY
Tapaz Satellite College
San Julian Tapaz, Capiz
TEACHER EDUCATION DEPARTMENT
NOMINATION OF A GUIDANCE/ADVISORY COMMITTEE
ARLENE C. GONZALES, Ph. D

Satellite College Director
This University
Madam:
We have the honor to nominate the following members of our

Guidance/Advisory Committee.
NOTED BY THE ADVISORY COMMITTEE:
MA. SOCORRO IRMINA F. ONAPAN, Ed. D.

Adviser
MELANIE C. LECCIO, Ed. D. MELOGINE DATO-ON

Member Member
Very truly yours,
REYNANTE J. DE GUZMAN
JENELYN C. PALMA
Recommending Approval:
MELANIE C. LECCIO, Ed. D. RONILO G. BERONDO, Ed. D. MARIA DIÑA B.

PALOMAR, Ed. D
TED, Chairperson Research Coordinator Research Chairman
Approved:

9

TEACHER EDUCATION DEPARTMENT
REQUEST FOR THE APPROVAL OF THE THESIS TITLE

This University
Madam:
We have the honor to request approval of our thesis title

indicated below.
PROPOSED TITLE: THE EFFECTIVENESS OF KHAN ACADEMY VIDEOS ON
STUDENTS' LEARNING PERFORMANCE IN SIMPLIFYING THE ORDER OF
OPERATIONS
NOTED BY THE ADVISORY COMMITTEE:
MA. SOCORRO IRMINA F. ONAPAN, Ed. D.

Adviser
MELANIE C. LECCIO, Ed. D. MELOGINE DATO-ON

Member Member
Very truly yours,
JENELYN C. PALMA
MELANIE C. LECCIO, Ed. D. RONILO G. BERONDO, Ed. D. MARIA DIÑA B.

PALOMAR, Ed. D
TED, Chairperson Research Coordinator Research Chairman
Approved:

10

11

May 12, 2023
DR. EMMIE G. GARBOSA

Principal II
Tapaz National High School
Poblacion Tapaz, Capiz
Dear Madam:
Greetings of Love and Harmony!
In fulfillment of our requirement for our degree, Bachelor of

Secondary Education Major in Mathematics, the undersigned students
would like to conduct a research study entitled “The Effectiveness of
Khan Academy Videos on Students’ Performance in Simplifying the Order
of Operations”.
In connection with this, we would like to ask permission from your

good office to conduct our research study on two sections of Grade 8
students, particularly Taurus and Capricorn. Rest assured that the
data we will gather will remain confidential and will be used for
academic purposes only.
We believe that you are with us in our enthusiasm to finish the

requirements as compliance for our degree. We hope for your positive
response on this humble matter. Your approval to conduct this study
will be greatly appreciated.
Respectfully yours,
JENELYN C. PALMA
Noted:
MA. SOCORRO IRMINA F. ONAPAN, Ed. D

Thesis Adviser
ARLENE C. GONZALES, Ph. D.

Approved:
EMMIE G. GARBOSA, Ph. D

Principal II
12

May 12, 2023
DR. ARLENE C. GONZALES

This University
Dear Madam:
Greetings of Love Peach and Harmony!
In fulfillment of our requirement for our degree, Bachelor of

Secondary Education Major in Mathematics, the undersigned
students would like to ask permission from your good office to
allow us to conduct our study entitled “The Effectiveness of Khan
Academy Videos on Students’ Performance in Simplifying the Order
of Operations” at Tapaz National High School.
Hoping for your approval on this matter. Thank you and God Bless.
Respectfully yours,
JENELY C. PALMA
Noted:
MA. SOCORRO IRMINA F. ONAPAN, Ed. D

Thesis Adviser
Approved:
ARLENE C. GONZALES, Ph. D.

13
EXPERIMENTAL GROUP
A SEMI-DETAILED LESSON PLAN IN MATHEMATICS 8

(Day 1)
I. At the end of the lesson, the students should be able to

A. Identify the PEMDAS (Parenthesis, Exponents, Division/Multiplication,
Addition/Subtraction)
B. Simplify the order of operations involving multiplication, division, addition, and
subtraction.
C. Show collaboration through group activity
II. Subject Matter

Topic: Simplifying the Order of Operations
Reference: Mathematics Module
Materials: Laptop, PowerPoint Presentation, projector, Khan Academy videos, fill-
tip-pen, manila paper, jigsaw puzzle pieces.
III. Procedure
A. Preparation
 Prayer
 Greetings
 Checking of attendance
B. Review
The students will simplify the various expressions posted on the board.
Sample Items:
1. 3 ×2 ×2=¿ 12
2. 15 ÷ 3+2=¿ 7
3. 25−20+3=¿ 8
4. 7 ÷ 7 × 4=¿ 4
5. 6+ (−6 )=¿ 0
The students will be given the "Ang Galing Clap"
C. Motivation
An activity will be given to students entitled "What Am I?”
The class will be grouped into four, they will receive jigsaw puzzle pieces and
they will solve the puzzle in five minutes. After finishing the activity each group
will post their work on the board.
Questions:
 What symbols were formed by the jigsaw puzzle pieces?
 What do the symbols indicate or show?
 Do you think there is an order for which operation must be used first?
D. Lesson Proper
14
The teacher will post on the board the definition of the order of operations. Then
will introduce to students the simple method used in simplifying the order of
operations which is MDAS. It is a mnemonic to remember the rules in the order
of operations easily. Perform the multiplication and division as they occur from
left to right also perform the addition and subtractions as they occur from left to
right.
The teacher will provide examples to explain further the method (which will focus
more on simplifying the order of operations with the operations Multiplication,
Division, Addition, and Subtraction.
The teacher will ask the following questions:

1. Who can give the order of operations?
2. Ask the learners if they have any questions.
E. Application
Think-pair-Share
Evaluate the expressions:
a. 12−3+ 18÷ 6−5
b. 7 × 9−3+8
c. 18−12÷ 6+15
d. 9 × 9÷ 3−9+6
F. Generalization
RULES IN THE ORDER OF OPERATIONS (MDAS)
1) Perform the operations with each pair of parenthesis.
2) Simplify the expressions with exponents.
3) Perform multiplication and division as they occur from left to right.
4) Perform addition and subtraction as they occur from left to right.
IV. Evaluation
Evaluate the following expressions by following the rules.
1. 9−2+3 ×4
2. 18+ 4 ÷ 6+2
3. 6 ÷ 6+ 4 × 4−2
4. 15−6+3 ×3+5
5. 4 ×15−10+10 ÷6
V. Assignment
Evaluate the expressions by following the rules.
1. 63 ÷ 7+5+2−6+3
2. 6+ 2×7 +5
3. 3 ×5+6−8
4. 37+3 × 2÷ 6
5. 14 ÷ 2−3+ 2× 2
15
CONTROL GROUP

(Day 1)

A. Identify the PEMDAS (Parenthesis, Exponents, Division/Multiplication,
Addition/Subtraction)
B. Simplify the order of operations (MDAS)
C. Show collaboration through group activity
II. Subject Matter

Materials: Green board, chalk, visual aids, marker, manila paper, jigsaw puzzle pieces
III. Procedure
G. Preparation
 Prayer
 Greetings
A. Review
Sample Items:
1. 3 ×2 ×2=¿ 12
2. 15 ÷ 3+2=¿ 7
3. 25−20+3=¿ 8
4. 7 ÷ 7 × 4=¿ 4
5. 6+ (−6 )=¿ 0
The students will be given the "Ang Galing Clap"
B. Motivation
The class will be grouped into four, they will receive jigsaw puzzle pieces and
they will solve the puzzle in five minutes. After finishing the activity each group
will post their work on the board.
Questions:
 What symbols were formed by the jigsaw puzzle pieces?
 What do the symbols indicate or show?
 Do you think there is an order for which operation must be used first?
C. Lesson Proper
The teacher will post on the board the definition of the order of operations. The
teacher will introduce to students one of the methods used in simplifying the order
16
of operations which is PEMDAS. It is a mnemonic to remember the rules in the

order of operations easily. First, perform the operations that are inside the
parenthesis. Second, simplify the expression with an exponent. Third, perform the
multiplication and division as they occur from left to right. Finally, perform the
addition and subtractions as they occur from left to right.
The teacher will provide examples to explain further the method (which will focus
more on simplifying the order of operations with the operations Multiplication,
Division, Addition, and Subtraction.
The teacher will ask the following questions:

3. Who can give the order of operations?
4. Ask the learners if they have any questions.
D. Application
Think-pair-Share
a. 12−3+ 18÷ 6−5
b. 7 × 9−3+8
c. 18−12÷ 6+15
d. 9 × 9÷ 3−9+6
E. Generalization
RULES IN THE ORDER OF OPERATIONS (MDAS)
2) Simplify the expressions with exponents.
IV. Evaluation
1. 9−2+3 ×4
2. 18+ 4 ÷ 6+2
3. 6 ÷ 6+ 4 × 4−2
4. 15−6+3 ×3+5
5. 4 ×15−10+10 ÷6
V. Assignment
Evaluate the expressions by following the rules.
1. 63 ÷ 7+5+2−6+3
2. 6+ 2×7 +5
3. 3 ×5+6−8
4. 37+3 × 2÷ 6
5. 14 ÷ 2−3+ 2× 2
17
EXPERIMENTAL GROUP

(Day 2)

A. Simplify the order of operations (PMDAS)
B. Show collaboration through group activity
II. Subject Matter

III. Procedure
A. Preparation
 Prayer
 Greetings
B. Review
Sample Items:
1. 10+30 ÷ 6−3× 2=¿ 9
2. 9+ 42÷ 6+ 3=¿ 19
3. 12 ÷ 4 ×2−2+5=¿ 9
4. 7 ×12 ÷ 4 +6=¿ 27
5. 5−4 × 3+9 ÷ 3 = -4
The students will be given a "Good Job Clap"
C. Motivation
The class will be grouped into four. There will be jumbled letters on the board and
then each group will go to figure out what word can they form out of those
jumbled letters. The first group to finish will have a prize.
(The word that can be formed is: PARENTHESIS)
D. Lesson Proper
The teacher will give examples of how to simplify the order of operations that
include Parenthesis, Multiplication and Division, Addition, and Subtractions.
Examples:
1. 120 ÷ 30−( 5 ×2+3 ) × 2=−22
2. ( 3−20 ) + ( 5 ×3 ×2 ) +10=¿ 23
18
3. 8+5 × 4−( 6+10 ÷ 2 ) +44=61

4. 7 ×2+¿
5. [ 7 × ( 11−3 ) ] ÷ ( 32−8 ×5 )=−7
E. Application
Think-pair-Share
A. 11× 4−( 6+3+13 ) ÷ 2
B. ( 37−17 ) × ( 240 ÷ 20 )−22 × 4
C. ( 31−6−16 )+ 14 ×5+6
D. ¿
F. Generalization
RULES IN THE ORDER OF OPERATIONS (PMDAS)
IV. Evaluation
1. (11× 42−5)÷(11−4)
2. ( 17−3 ) × ( 14−6 ÷ 2 )−22
3. 4 × ( 12 ×6−40 )+53
4. [60÷ 5 ×2−( 80+5−65 ) ]+60
5. 17 ×12−(15−12× 14)
V. Assignment
Try to solve ( 52−7 ) ×3+18 ÷ 6
19
CONTROL GROUP

(Day 2)

C. Simplify the order of operations (PMDAS)
D. Show collaboration through group activity
II. Subject Matter

III. Procedure
A. Preparation
 Prayer
 Greetings
B. Review
Sample Items:
1. 10+30 ÷ 6−3× 2=¿ 9
2. 9+ 42÷ 6+ 3=¿ 19
3. 12 ÷ 4 ×2−2+5=¿ 9
4. 7 ×12 ÷ 4 +6=¿ 27
5. 5−4 × 3+9 ÷ 3 = -4
The students will be given a "Good Job Clap"
C. Motivation
then each group will figure out what word can they form out of those jumbled
letters. The first group to finish will have a prize.
(The word that can be formed is: PARENTHESIS)
D. Lesson Proper
include Parenthesis, Multiplication and Division, Addition, and Subtractions.
Examples:
1. 120 ÷ 30−( 5 ×2+3 ) × 2=−22
2. ( 3−20 ) + ( 5 ×3 ×2 ) +10=¿ 23
3. 8+5 × 4−( 6+10 ÷ 2 ) +44=61
20
4. 7 ×2+¿
5. [ 7 × ( 11−3 ) ] ÷ ( 32−8 ×5 )=−7
E. Application
Think-pair-Share
A. 11× 4−( 6+3+13 ) ÷ 2
B. ( 37−17 ) × ( 240 ÷ 20 )−22 × 4
C. ( 31−6−16 )+ 14 ×5+6
D. ¿
F. Generalization
IV. Evaluation
1. (11× 42−5)÷(11−4)
2. ( 17−3 ) × ( 14−6 ÷ 2 )−22
3. 4 × ( 12 ×6−40 )+53
4. [60÷ 5 ×2−( 80+5−65 ) ]+60
5. 17 ×12−(15−12× 14)
V. Assignment
Try to solve ( 52−7 ) ×3+18 ÷ 6
21
EXPERIMENTAL GROUP

(Day 3)

A. Simplify the order of operations (PEMDAS)
B. Show collaboration through group activity
II. Subject Matter

III. Procedure
A. Preparation
 Prayer
 Greetings
B. Review
Sample Items:
1. (7 ×11−5)÷ (12−4)
2. ( 54−22 ) × ( 16−4 ÷ 2 )−10
3. 2 × ( 33 ×3−10 ) +70
4. [64 ÷ 8 ×2− (70+ 5−55 ) ]+ 60
5. 15 ×10−(15−12× 13)
The students will be given a "Fireworks Clap"
C. Motivation
then each group will figure out what word can they form out of those jumbled
letters. The first group to finish will have a prize.
(The word that can be formed is: EXPONENT)
D. Lesson Proper
include Parenthesis, Exponent, Multiplication and Division, Addition, and
Subtractions.
22
Examples:
1. ¿
2. ( 45 ÷ 5 ×22 ) + 42
3. 15+ ( 16 2 ÷ 8 ) −2× 18=11
4. 16 ÷ 4 +22 ×(15−11)2=68
5. −1 [ −7+2 × ( 3+2 ) ] −( 5 )2=−28
E. Application
Think-pair-Share
A. 32 ×1 ×7−6+32
B. 16 ÷ 8+(4 2 × 6 ×5)
C. 11+1 ×(5−3)2 +14 2
D. ¿+37
F. Generalization
2) Perform the operations with the exponent.
IV. Evaluation
1. 8 ×1+10 2−10 ×6
2. 19+13 × ( 18−16 ) +7 2
3. 17×12−(152 −12× 14)
4. [(52−7 )×3 ]+18 ÷6
V. Assignment
Make a study on how to the order of operations using the PEMDAS.
23
CONTROL GROUP

(Day 3)

C. Simplify the order of operations (PEMDAS)
D. Show collaboration through group activity
II. Subject Matter

III. Procedure
A. Preparation
 Prayer
 Greetings
B. Review
Sample Items:
1. (7 ×11−5)÷ (12−4)
2. ( 54−22 ) × ( 16−4 ÷ 2 )−10
3. 2 × ( 33 ×3−10 ) +70
4. [64 ÷ 8 ×2− (70+ 5−55 ) ]+ 60
5. 15 ×10−(15−12× 13)
The students will be given a "Fireworks Clap"
C. Motivation
then each group will go to figure out what word can they form out of those
jumbled letters. The first group to finish will have a prize.
(The word that can be formed is: EXPONENT)
D. Lesson Proper
include Parenthesis, Exponent, Multiplication and Division, Addition, and
Subtractions.
Examples:
24
1. ¿
2. ( 45 ÷ 5 ×22 ) + 42
3. 15+ ( 16 2 ÷ 8 ) −2× 18=11
4. 16 ÷ 4 +22 ×(15−11)2=68
5. −1 [ −7+2 × ( 3+2 ) ] −( 5 )2=−28
E. Application
Think-pair-Share
A. 32 ×1 ×7−6+32
B. 16 ÷ 8+(4 2 × 6 ×5)
C. 11+1 ×(5−3)2 +14 2
D. ¿+37
F. Generalization
2) Perform the operations with the exponent.
IV. Evaluation
1. 8 ×1+10 2−10 ×6
2. 19+13 × ( 18−16 ) +7 2
3. 17×12−(152 −12× 14)
4. [(52−7 )×3 ]+18 ÷6
V. Assignment
Make a study on how to the order of operations using the PEMDAS.
25

Reynante Chapter 5.Edited

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Reynante Chapter 5.Edited

Uploaded by

Copyright:

Available Formats

1

Summary, Conclusions, and Recommendations

This study entitled The Effectiveness of Khan Academy Videos

on Students’ Learning Performance in Simplifying the Order of

Operations was conducted to Grade 8 sections Capricorn and Taurus

students enrolled during School Year 2022 – 2023 at Tapaz

National High School to answer the following questions: (1) what

are the learning performances of the two groups of students

before and after the intervention?; (2) Is there a significant

difference in the pretest scores of the two groups?; (3) Are

there significant differences in the pretest and posttest scores

of the two groups?; and (4) Is there a significant difference in

the posttest scores of the two groups?

This quasi-experimental research utilized 60

respondents. The researchers-made parallel pretest and posttest

was the gathering instrument used in this study. The descriptive

statistics employed were frequency counts, percentage, mean,

standard deviation, and t-test for inferential statistics at .05

alpha using Microsoft Excel software.

The findings of the study are the following.

poor learning performance respectively. However, after the

intervention, both the control group and experimental group had

fairly satisfactory learning performance.

2. No significant difference existed between the pretest scores

of the control group and the experimental group.

3. Significant differences are found between the pretest scores

and posttest scores of the control group and experimental group.

4. No significant difference existed between the post-test of the

control group and the experimental group.

Based on the findings enumerated in order they provide

answers to the hypotheses, the conclusions arrived at in the

present study are as follows:

1. Students' learning performance in simplifying the order of

operations improves to fairly satisfactory at the end of the

study regardless of the strategies employed, be it in a

conventional way or with the Khan Academy video application.

2. Students from two different groups have unanimously the same

capability in simplifying the order of operations at the start of

3. Regardless of the strategies employed, conventional or with

the use of Khan Academy videos, students' learning performance

increases to the same level but not remarkably impressive.

4. The comparable learning performance of the two groups of

students at the end of the study indicates that Khan Academy

videos as reinforcement in simplifying the order of operations

Given the findings and conclusions, the following are

1. Considering students’ learning performance has improved

regardless of the teaching strategies employed, teachers may use

math applications to help students learn math concepts.

2. School principals may initiate training and seminars intended

for teachers to enrich their knowledge and skills regarding

various strategies, technologies, and applications that could

help students improve their learning performance.

3. Teachers may avoid using applications that contain tutorial

videos which is difficult for the students to comprehend

including the language.

4. The study indicates that the use of Khan Academy videos as

reinforcement in teaching mathematics appears to be ineffective.

Thus, teachers may try other applications such as Algebrator,

Photomath, and Mathway.

Denler, H., Walters, C., & Benzon, M. (2009). Social cognitive

Etcuban, J. et al., (2018). The Effects of Mobile Application in

Khan, S. (2012). The one world schoolhouse: education reimagined.

Republic of the Philippines

TEACHER EDUCATION DEPARTMENT