EXPLORING GRADE 8 STE (SCIENCE, TECHNOLOGY AND ENGINEERING) STUDENTS' EXPERIENCES WITH KHAN ACADEMY: PERCEPTIONS, ENGAGEMENT, AND CHALLENGES IN MATHEMATICS EDUCATION

Mathematics Education

The rapid global expansion of digital learning platforms supporting mathematics education presents both exciting opportunities and substantial challenges, particularly in contexts where resources are limited. This phenomenological qualitative study investigated the lived experiences of Grade 8 Science, Technology, and Engineering (STE) students using Khan Academy as a supplementary source of mathematics learning. The study interpreted students' experiences using an integrative theoretical framework comprising Constructivist Learning Theory, Self-Determination Theory, and Cognitive Load Theory. Researchers collected data through interviews, focus groups, and document analysis to capture students' perspectives on engagement and learning outcomes. The findings indicated that Khan Academy acted as a tool that facilitated learner ownership and mastery-oriented motivation while simultaneously being a source of frustration due to functionality and cognitive overload. Students strongly preferred real-time, dialogic interactions that embodied the socio-cultural limitations of an asynchronous and digital platform. Students expressed a need for communication about curriculum localization and content that reflects their experiences and criticized the platform's generally indiscriminate, technocentric nature. Overall, this study contributes to understanding critical pedagogy by situating digital mathematics learning in the broader debates of governance, equity, and cultural responsiveness. In practice, it raises awareness of blended learning policies that balance institutional structure with learner agency and illustrates the principles of universal design while stressing the importance of teacher mediation. The study raises questions about the need for longitudinal and intersectional studies that include governance dimensions to better understand modes of engagement and learning in digital environments.

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