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In the realm of science education, traditional teaching methods face challenges in catering to diverse learning preferences. This study investigates the efficacy of Khan Academy Videos (KAVs) in improving educational quality, specifically in rural thermodynamics instruction. The research involved 88 students and one teacher, with one group taught using traditional methods (control group CG) and the other using KAVs (experimental group EG). Results show significant improvements in learning outcomes and engagement with KAV integration, with EG scores improving by 61% compared to 31% in the CG. Pre-tests and post-tests were conducted to establish baseline understanding and measure academic performance, while a mixed-method approach analyzed results and feedback. Findings indicate that KAV integration positively influences student performance, offering valuable enhancements for resource-limited rural schools. This study underscores the transformative potential of KAV-integrated teaching in addressing educational challenges and elevating teaching quality.
Bhaw et al. (Sun,) studied this question.