The Impact of YouTube Educational Content on Academically Challenged Students PDF

The Impact of YouTube Educational Content on Academically Challenged Students A QUALITATIVE RESEARCH PAPER Presented to The Faculty of the Senior High School Department and the Research Office...

The Impact of YouTube Educational Content on Academically Challenged Students A QUALITATIVE RESEARCH PAPER Presented to The Faculty of the Senior High School Department and the Research Office Don Bosco Technical Institute of Victorias, Inc. Victorias City, Negros Occidental In Partial Fulfillment of the Requirements in PRACTICAL RESEARCH 1 Qualitative Research PROPONENTS Blanza, James Francis Dela Cruz Jacildo, James Richard Dela Cruz, Justine Jay Javelona Macachor, Raiko Miguel V. Delotina, Ashley Loureze Moncay, Trixie Acuyong Hidalgo, Kimberly Rose Genetia Zablan, Brooks  CHAPTER 1 Background of the study Students should not be defined solely by the challenges they face; instead, they should be recognized for their perseverance and ability to progress despite adversity. Adversity is a natural part of life, but it does not define a student's worth or potential. What sets individuals apart is their response to such challenges, manifested through perseverance, resolve, and adaptability. This underscores the significance of persistence and resourcefulness in the educational process, where utilizing available resources such as online educational platforms can help students overcome obstacles and gain valuable insights to address academic challenges. According to Sadoon (2021), In the last ten years, due to the invention of social media, people can easily share feelings, information, ideas, images,and videos and it has changed the online world rapidly (Oberst,2010). YouTube, established in 2005, is the most popular internet video sharing website (Cheng, D., et al., 2008). In recent years, massive open online courses also known asMOOCs (Coursera, EdX, Udacity, Udemy) have become eminent trends in higher education. Video-based instructional contents are freely available in these online educational platforms (Baturay, 2015). For online education YouTube is identified as one of the most important types of social media in the educational system, offering dynamic opportunities for non-traditional teaching and learning patterns. The growing learning trend through YouTube tutorials and the importance of videos as engaging teaching tools are highlighted. YouTube is described as a popular online platform for accessing video tutorials created by people on various topics (Khan, A., et al., 2023). The use of video media, particularly YouTube videos, has emerged as a highly popular and powerful educational tool in higher education due to its ability to provide rich and engaging content that enhances learners' understanding and retention of information throughout the learning process. Much of the current research highlights a need for more active learning strategies to maximize the educational potential of these videos because traditional Youtube videos tend to create passive learning experiences. However, when properly integrated with active learning strategies through innovative video design and development, YouTube videos can enhance student engagement, learning outcomes, and satisfaction (Eamcharoen, 2024b). YouTube videos may provide students with greater artistic freedom and inspire them to put forth more effort and be more engaged in their studies. Teachers use YouTube videos to engage pupils and help their educational progress. As a result, YouTube is changing how students connect and learn today (Caratiquit, 2022). The Philippines is considered one of the most significant social media users, particularly YouTube. Filipinos use the platform for many purposes, but one is mainly due to entertainment. However, when the pandemic hit, YouTube videos started to play a vital role in the academy (Dagohoy, 2023). Even though the Philippines is classified as an English-speaking nation, problems nevertheless exist. causing YouTube videos to be included in classrooms. An investigation, Pratama Widianingsih, A., Arifin, R., and S. (2020). shows that YouTube videos are widely used by educators and learners, pointing to advantages including improved educational opportunities, more involvement, enhanced teaching, visual aids, and more extensive dissemination of material. YouTube's appeal lies in its comprehensive content, catering to various learning levels, and its ability to enhance learner motivation.  YouTube offers a variety of goals; the study's significance rests in determining how much YouTube is used among senior high school students in Grade 11 and investigating their perceived advantages. The research attempts to determine how YouTube helps students to understand and learn a specific topic he or she cannot easily fathom. This comprehensive review underlines the evolving influence of technology, specifically YouTube, influencing the educational landscape in the Philippines. With all things considered, this study focuses on giving substantial views on using YouTube as a tool for learning and providing knowledge about YouTube's benefits for academically challenged students—particularly the grade eleven learners. Most students are struggling with their studies, and they need someone to teach them or recall what they have learned. A free tutor class is what most struggling students need. This study is significant to provide evidence that YouTube is a reliable source of knowledge. All in all, this study shows the positive impacts of using YouTube as an educational tool and aims to implement or suggest the use of the platform in an educational manner with the use of its beneficial outcomes. Statement of the Problem​ ​ The study aims to explore the impacts that affects the Students Academic Performance with the use of Youtube Educational Content of Grade 11 students from Don Bosco Technical Institute - Victorias. Specifically it aims to answer the following: 1.What are the impacts of using Youtube educational content to the academic performance of Grade 11 students? a)​ Positive impacts b)​ Negative impacts 2. How is Youtube Educational Content used as a reliable source of knowledge in the academic life of the Grade 11 students? 3. How can YouTube educational content assist Grade 11 students facing academic challenges and enhance the structure and reliability of their learning experience? Significance of the study This study is significant to the following: Students. The students will gain more information about the impacts that affect Youtube educational content through this study. Teachers. Educators in an institution will gain additional knowledge and integrate YouTube into teaching strategies effectively. By doing so, they can create inclusive learning environments that cater to the needs of all students, particularly those facing academic difficulties. Parents and Guardians. The results of the study showed that parents used a variety of YouTube children's educational videos to improve their children's skills in various subjects, including videos that taught basic English vocabulary, grammar and mathematics. Future Researchers. These people will receive further information on this topic. This study will provide further clues for future researchers. Essentially, this study focuses on the impact of YouTube educational content on students with academic difficulties. Scope and Delimitation This study will focus on determining the impacts of YouTube educational content on the learning outcomes and academic performance of Grade 11 students at Don Bosco Technical Institute - Victorias City school year 2024-2025. The researchers will utilize convenience sampling to ten Grade 11 students. The researchers will only use Youtube educational content as a primary social media app to be analyzed in this study. Theoretical Framework This theoretical framework investigates how utilizing YouTube affects academically challenged students who confront academic obstacles. It integrates numerous learning theories to describe how YouTube affects student’s performance among pupils who are having a hard time catching up. Many theories are connected to the study conducted by the researchers. Three different theories are reviewed. Uses and Gratification Theory suggests that individuals actively select media, such as YouTube educational videos, to satisfy specific needs, thereby providing autonomy in learning and benefiting students who require alternative engagement methods. According to Media Richness Theory, communication is more effective when the medium is richer, such as the visual and auditory elements of YouTube. This assists students in comprehending complex concepts, particularly those who encounter difficulty with text-based learning. The last theory, The Cognitive Theory of Multimedia Learning believes that students learn more effectively when they connect verbal and visual information, a feature that YouTube videos offer. The Uses and Gratification Theory. Is linked to this study. Uses and Gratification Theory (UGT) explains how people use the media for their own need and get satisfied when their needs are fulfilled “Communication Theory”, Communication Theory, n.d., https://www.communicationtheory.org/uses-and-gratification-theory/.This theory, conversely, emphasizes the active role of individuals in selecting media and content to satisfy specific needs or desires. Rather than perceiving individuals as passive recipients of media messages, It posits that they are proactive participants who make deliberate choices regarding media consumption based on their objectives, which may include the pursuit of information, entertainment, social interaction, or the development of personal identity. The Media Richness Theory (MRT). This study is presented by Daft and Lengel (1986).This theory explains that performance improves when team members use 'richer' media for equivocal tasks. This experiment examined the effects of media richness on decision-making in two-person teams using 'new media.' (Dennis, A. R., & Kinney, S. T. (1998, September 1).This data, justifies this theory as it examines the impact of YouTube educational content on students, highlighting the platform's capacity to convey complex information effectively through its rich media characteristics. The Cognitive Theory of Multimedia Learning. This is developed by Richard Mayer, is based on the Multimedia Principle, which states that people learn more deeply from words and pictures than from words alone. According to Mayer, combining verbal and visual information engages both the auditory and visual channels of the brain, allowing for more effective learning. This principle is particularly relevant to YouTube educational content, as videos incorporate both vocal explanations and visual aids (e.g., diagrams, animations), which can enhance learning by reducing cognitive overload. Finally, these three types of theories underscore the effectiveness of YouTube’s interactive, multimedia-rich format in accommodating various learning preferences and promoting enhanced learner engagement. By applying these educational theories, YouTube content delivery becomes more aligned with effective teaching strategies, fostering deeper student involvement and addressing a broad range of educational needs. As a result, these ideas contribute and prove Youtube educational content to be a versatile and impactful tool for modern education. Conceptual Framework IPO MODEL Figure 1. This figure illustrates the investigation into the impacts of YouTube educational content on the academic performance of Grade 11 students. The input involves the students’ experiences with YouTube videos designed to enhance learning across various subjects. The study examines how these experiences influence student engagement and comprehension, both positively and negatively. Additionally, the data collected will encompass these factors, aiding in the identification of the ongoing influence these elements have on students' academic progress. Definition of Terms Conceptual and operational definitions of the following terms are provided to facilitate comprehension and clarity of the study: Academic Performance. Refers to students' level of achievement in their educational pursuits, which is frequently quantified using grades, test scores, and other academic evaluations. It represents the extent to which students achieve learning objectives and gain knowledge in a specific subject or program." (York, G., et al., 2015). Operationally, academic performance refers to a student's success in meeting academic expectations. Cognitive. Refers to the mental operations that go into learning, processing, storing, and using information. (Neisser, 1967) Operationally, cognitive refers to the mental processes involved in acquiring, processing, and applying knowledge and skills. Educational Content.This refers to the knowledge is best learned through active engagement with content, rather than passive absorption.It should be relevant to the learner's real-world experiences. Dewey, J. (1916) Operationally, it is central to understanding how it impacts learning outcomes, student engagement, and cognitive development. Learning Outcomes. Refers to the specific skills or abilities students should display after an educational activity, ensuring alignment with educational goals. Biggs and Tang (2020) Operationally, having positive academic results students are expected to achieve. Media. Educational settings include printed materials, digital platforms, and both physical and virtual classroom settings. (Mayer 2021) Operationally, the effects of various media types on student engagement and learning outcomes in an educational setting. Multimedia Learning.This refers when a learner builds a mental representation from words and pictures that have been presented. For purposes of research program, multimedia instructional messages are presentations of material using words and pictures that are intended to foster learning. (Mayer, 2002) Operationally, the process through which learners build knowledge by integrating information from words and pictures, based on cognitive theories of multisensory information processing. Student Engagement.This refers to the fact that most educational programs that have used YouTube as a media and learning resource have shown a high level of accessibility to the content. In addition to the movies that teachers presented, students were inspired to look for additional useful ones (Chtouki et al., 2012). Operationally, it demonstrates that media, such as YouTube, provides a dynamic, visual, and interactive platform that enhances learning in various ways. YouTube. Refers to a platform to play videos, upload content to a channel and interact with other users with likes, comments or shares.(Romero,2019) Operationally, it is utilized as a learning tool that aids students in understanding complex topics through simple videos that can be accessed at any time.  CHAPTER 2 REVIEW OF RELATED LITERATURE This chapter tackled the studies related to the integration of technology in education, focusing on YouTube as a valuable resource for academically challenged students. It explores existing research on how YouTube educational videos impact their engagement, learning outcomes, and skill development, highlighting its role in enhancing their learning experience. The Use of YouTube as an Educational Tool for Learning Research across both international and national studies underscores the effectiveness of YouTube as an educational tool, particularly for students who face academic challenges. Internationally, studies such as "Students' Perceptions of Multimedia Usage in Teaching and Learning Quantum Physics" (EJ1331735) highlight how YouTube videos enhance students' understanding of complex subjects by providing engaging, visual content that simplifies difficult concepts. Similarly, "Enhancing Entrepreneurship Education with Innovatively Designed YouTube Videos" (EJ1451626) demonstrates how YouTube’s interactive and flexible nature fosters improved learning outcomes, catering to diverse student needs. On a national level, studies from the Philippines, such as "Video Lessons via YouTube Channel as Mathematics Interventions in Modular Distance Learning" (Insorio & Macandog, 2022), reveal that teacher-created YouTube videos offer students a self-paced learning experience, significantly improving their understanding of mathematics in modular learning setups. Additionally, "YouTube Integration in Science Classes: Understanding Its Roots, Ways, and Selection Criteria" (Pecay, 2017) shows how science teachers use carefully selected YouTube videos to clarify complex topics and enhance students' learning experiences. Together, these studies—both international and national—highlight YouTube's ability to engage students, simplify learning, and positively impact educational outcomes, especially for those who may struggle with traditional classroom methods. Exploring YouTube's Reliability as an Educational Resource The studies by Mukewar et al. (2013), Gasser et al. (2012), and Ancheta (2022) underscore YouTube's potential as an educational tool, which is highly relevant to your study on its impact on academically challenged students. Mukewar et al. (2013) demonstrated that YouTube can effectively spread medical information, although it emphasizes the need to assess video reliability. Similarly, Gasser et al. (2012) found that YouTube enhanced anatomy education by offering curated, high-quality videos that made complex subjects more accessible. On a national scale, Ancheta (2022) highlighted YouTube's role in remote learning during the pandemic, ensuring continued student engagement and educational continuity. Together, these studies illustrate that YouTube, when carefully selected, can support diverse learning needs, particularly for academically challenged students. How YouTube Supports Self-Directed Learning for Academically Challenged Students The studies by Shofiyatul (2016), Recard et al. (2019), Oates (2019), and Puspa (2016) all emphasize the significance of self-regulated learning (SRL) and its impact on students' academic development. Shofiyatul (2016) discusses how SRL involves students taking ownership of their learning by setting goals, choosing strategies, and reflecting on their progress, which is essential for academic success. Recard et al. (2019) highlight the importance of autonomous learning in education, stressing how blended learning environments can foster self-regulation. Oates (2019) further explores how SRL empowers students to independently manage their learning, which is vital for long-term academic growth. Puspa (2016) focuses on the role of student-created video projects, noting that these projects enhance skills such as knowledge creation, digital literacy, and collaboration, key elements that contribute to SRL. Together, these studies illustrate how platforms like YouTube can effectively support SRL, especially for academically challenged students, by providing them opportunities to engage with content and create their own learning materials. Research Synthesis Research from both international and national sources consistently highlights YouTube as an effective educational tool, particularly for students facing academic challenges. Studies like those by Mukewar et al. (2013) and Gasser et al. (2012) demonstrate how YouTube simplifies complex subjects by providing engaging, easily accessible content. Ancheta (2022) also emphasizes YouTube’s role in maintaining student engagement during remote learning, ensuring continuity in education. On a national level, research by Insorio & Macandog (2022) and Pecay (2017) reveals how YouTube’s self-paced, interactive nature aids students in subjects such as mathematics and science, helping them better understand and engage with the material. Additionally, the works of Shofiyatul (2016), Recard et al. (2019), Oates (2019), and Puspa (2016) highlight the importance of self-regulated learning (SRL), where students take ownership of their learning process by setting goals, selecting strategies, and reflecting on their progress. These studies emphasize how SRL is critical to academic success. YouTube plays a crucial role in supporting SRL by offering students the opportunity to engage with content, create their own learning materials, and progress at their own pace. Collectively, these studies demonstrate that YouTube, when effectively integrated, can significantly support self-regulated learning and enhance educational outcomes, particularly for academically challenged students.  CHAPTER 3 METHODOLOGY Research Design Research design serves as the foundational framework guiding the methodologies and procedures necessary to conduct a comprehensive study. The methods employed are critical to ensuring that the research progresses systematically and accumulates valid, reliable, and meaningful results. This research seeks to examine the impact of YouTube educational content on learning outcomes, learner engagement, and the development of media literacy. A qualitative research design, specifically Phenomenological research. This study aims to investigate the data gathered about the impacts that contribute to a Grade 11 students’ academic performance with the use of Youtube educational content, therefore, a phenomenological research design was followed. The objective of phenomenological research is to systematically investigate and comprehend the experiences of students facing academic difficulties, as they confront the ongoing challenges associated with the study of a particular subject matter. Research Locale This study will be conducted within Don Bosco Technical Institute-Victorias Inc., with an estimated student population of 800, situated in a rural area of the Philippines. The respondents will be selected from a small group and interviewed personally on the school’s grounds. The study will be carried out during the second semester of the 2024-2025 school year. Participants of the Study Participants are selected from a population that serves as the basis for research, ensuring that the findings are both reliable and applicable to a broader audience as well as future studies. In this study, the target participants are from Grade 11 of Don Bosco Technical Institute of Victorias, Inc. Thus, the total number of the population is 10 students. The criteria are as follows: 1.Students should be in Grade 11 in the School Year of 2024-2025. 2.Students should be attending Don Bosco Technical Institute of Victorias. 3.Students who have been identified as academically challenged. 4.Students must have experience with online learning. To gather data and information for qualitative research, a sample is representative of the population that will participate in concentrated, in-depth group interviews. The data gathered from these samples will represent the population as a whole (Shaheen, 2019) Research Instrument The research instrument for this study will consist of semi-structured interviews with ten participants, conducted individually. Semi-structured interviews are used to gain a detailed understanding of respondents' beliefs and experiences, offering more flexibility than structured interviews or surveys. The interviews will focus on how students engage with YouTube educational content, the perceived benefits and challenges, and its impact on academic performance. The first question will address the academic challenges faced by the students, while the second will explore their engagement with YouTube for learning. The third will assess whether YouTube content has positively or negatively affected their academic performance. Open-ended questions will allow for in-depth discussions, with follow-up questions enabling further exploration of key topics. Respondents will be encouraged to provide detailed answers to all research questions. Data Gathering Procedure ​ Upon acquiring data, the researchers will conduct a comprehensive and formal interview with the Grade 11 students of Don Bosco Technical Institute-Victorias. In this interview approach, the researchers will employ semi-structured interviews with the participants. A semi-structured interview is a data collection method that will involve posing a set of open-ended questions to the participants, followed by probe questions to further explore their responses and the topic of interest. Semi-structured interviews in qualitative research combine elements of both structured and unstructured interviews, where some questions will be predetermined, while others will be flexible. Semi-structured interviews allow you to be focused on the topic of interest while still giving you the autonomy to explore relevant ideas that may come up during the interview. Qualitative researchers use semi-structured interviews to collect new data and explore participants’ thoughts and beliefs about a particular topic. (Delve, et al.,2022) Data Analysis This process of analyzing and rearranging information obtained through an interview is known as thematic analysis.Once the data has been gathered, it is systematically categorized into key themes and sections, with subsequent analysis and discussion of these findings." (Maria Rosala, 2022) Ethical Considerations In accordance with the ethical research protocols, before conducting the interview for this research, the selected students are briefed about the reasonable grounds of this study. Along with a letter of consent, the participants will willingly decide whether or not to partake in the study. For a safe interview and avoidance of any animosity and distress, the researchers must attain to keep the identity of the participant anonymous and must be discreet and keep the information gathered confidential.