Asian Research Journal of Mathematics

This study investigated the effectiveness of Khan Academy as a supplementary tool in enhancing the performance of Grade 9 students in solving non-right triangles in trigonometry. Conducted at the University of Eastern Philippines, Laoang Laboratory High School during the school year 2024-2025, the study employed a quasi-experimental design using both quantitative and qualitative approaches. A 15-item test, which was patterned from the DepEd module for Mathematics 9 focusing on illustrating the Law of Sines and Cosines, was used to assess students’ understanding, with 29 participants divided into two groups: 14 students following traditional instruction and the other 15 students using Khan Academy as a supplement. The pre-test results showed no significant difference between the two groups, wherein both groups initially performed poorly. However, significant improvement was observed in the post-test scores of both groups, although there was no significant difference between the outcomes of traditional instruction and the Khan Academy intervention. Also, the thematic analysis of students’ feedback highlighted challenges in using Khan Academy, including difficulties in navigation, content accessibility, assessments, and technical issues. Students also reported varied user experiences and suggested improvements such as enhancing technical stability, refining educational content, and increasing accessibility and learning flexibility.