Article Per Year (5 Year)
p-Index From 2021 - 2026
0.23
P-Index
This Author published in this journals
All Journal Randwick International of Education and Linguistics
Elizabeth L. Baguio
Saint Joseph Institute of Technology, Butuan City, Philippines
Arts Education Languange, Linguistic, Communication & Media Other

Published : 1 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 1 Documents
Search

 1 
The Efficacy of Self-Paced Video Lessons on the Performance of Grade 7 Students in Mathematics Love Harzil L. Abugho; Elizabeth L. Baguio
Randwick International of Education and Linguistics Science Journal Vol. 7 No. 2 (2026): RIELS Journal, June
Publisher : RIRAI Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47175/rielsj.v7i2.1304

Abstract

This study investigated the effectiveness of self-paced video lessons delivered through Khan Academy in improving the Mathematics achievement of Grade 7 students at Lunao National High School, Division of Gingoog City, during the 2025–2026 academic year. The research utilized a quasi-experimental pretest–posttest control group design involving seventy Grade 7 learners who were assigned to either a control group or an experimental group through matched-pair random sampling based on their Mathematics Mean Percentage Scores (MPS). Students in the control group received conventional classroom instruction, whereas those in the experimental group participated in a blended learning approach incorporating Khan Academy self-paced video lessons for five weeks. A researcher-adapted 50-item multiple-choice examination aligned with the MATATAG curriculum served as the primary data-gathering instrument. Descriptive statistics, including mean and standard deviation, together with t-test analysis, were employed to evaluate the data. Results indicated that both groups demonstrated improvement after the intervention; however, the experimental group achieved significantly greater learning gains than the control group. Statistical analysis yielded a t-value of 3.671 and a p-value below .001, confirming a significant difference between the two groups in favor of the experimental condition. The findings suggest that integrating self-paced video lessons through Khan Academy is more effective than traditional teaching methods in enhancing Grade 7 students’ Mathematics performance. Consequently, the study recommends the incorporation of Khan Academy as a supplementary instructional resource to support student achievement, engagement, and learning outcomes in Mathematics.
Co-Authors Love Harzil L. Abugho