YouTube Channel Integration in Teaching Science and Pupils’ Academic Performance
DOI:
https://doi.org/10.69569/jip.2025.614Keywords:
Academic performance, Science learning, Technology-aided instruction, Youtube channelAbstract
The study was conducted to compare the pupils’ academic performance in science who are exposed to a YouTube channel in the first and second quarters of the school year. The study employed a mixed-methods sequential explanatory design, where forty-five (45) Grade-VI pupils were selected using a convenience sampling method. To analyze and interpret data, the study used descriptive statistics and the t-test Paired Two Sample for Means for quantitative data. In contrast, for qualitative data, the study adopted Colaizzi’s 1978 method of data analysis. The study revealed that the academic performance of the pupils in the first quarter was at a proficient and advanced level in the second quarter. Furthermore, the study discovered that the p-value is 0.03, less than the 0.5 level of significance, which shows that there is a significant difference in academic performance between the first and second quarters using the YouTube channel. Meanwhile, themes emerged on how pupils perceived the use of videos as engaging and motivating. Additionally, themes such as uniformity of instruction and internet fluctuation emerged as challenges encountered using the YouTube channel. It is recommended that teachers adopt the intervention since it is found effective not just in science but in other subject areas, and attend seminars and training on differentiated and ICT integration to address the gaps in learning.
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