Efectividad del uso de Khan Academy en la enseñanza de ecuaciones de primer grado en estudiantes de básica superior

Abstract

Abstract: This study evaluated the pedagogical effectiveness of the Khan Academy platform in teaching first-degree equations to eighth-grade students in General Basic Education at the Patria Public School in Latacunga. The study was conducted using a quasi-experimental design with two non-equivalent groups, an experimental group of 30 students and a control group of 30 students, under the guidance of the same teacher-researcher, which facilitated the didactic comparison. A pretest and a posttest of 10 equivalent items were administered to estimate academic progress, in addition to a satisfaction survey (Likert scale) to the experimental group to explore cognitive, affective, and usage perceptions. The data were analyzed using descriptive and inferential statistics; the selection of parametric or nonparametric tests was based on normality verification. The results show a statistically significant increase in the performance of the experimental group compared to the control group, suggesting that technological mediation provides more personalized and motivating learning opportunities. The findings support the strategic integration of digital resources in the teaching of school mathematics.