Evaluating the Impact of YouTube Videos on Students’ Performance in Mathematics Education
Argie L. Turbanada *
Department of Teacher Education, University of Eastern Philippines, Laoang Campus, Laoang Northern Samar, Philippines.
Queeny Pearl A. Corocoto
Department of Teacher Education, University of Eastern Philippines, Laoang Campus, Laoang Northern Samar, Philippines.
Teody M. Corachea
Department of Teacher Education, University of Eastern Philippines, Laoang Campus, Laoang Northern Samar, Philippines.
*Author to whom correspondence should be addressed.
Abstract
Aims: This study evaluated the impact of YouTube videos on Grade 7 students' mathematical performance in unit conversion. Assessing video-based instruction, it contributes valuable insights to technology-enhanced mathematics education.
Study Design: This study employed an experimental design to assess the impact of YouTube video tutorials on students' understanding of mathematical concepts and problem-solving skills. While the control group received traditional instruction, the experimental group engaged with video-based learning. The intervention's effectiveness was evaluated through pre-test and post-test analysis.
Place and Duration of Study: The study was conducted at Laoang National Technical High School, Laoang, Northern Samar, during the academic year 2024–2025.
Methodology: The study used an experimental design to assess the impact of YouTube videos on Grade 7 students' mathematical performance at Laoang National Technical High School. Students were divided into control and experimental groups, with the control group receiving traditional instruction and the experimental group using YouTube videos as a supplementary tool. A pre-test evaluated initial understanding, followed by a post-test to measure progress. The assessment consisted of a standardized 10-item test from the DepEd Mathematics 7 textbook on unit conversion. Data were analyzed using descriptive statistics and a t-test to determine the intervention's effectiveness. Ethical considerations included informed consent, confidentiality, voluntary participation, and curriculum alignment.
Results: The findings showed that both groups initially had limited understanding of unit conversions, with no significant difference in pre-test scores. After the intervention, both improved: the control group reached a "fair" level, while the experimental group achieved a "good" level. However, statistical analysis found no significant difference in post-test scores, suggesting that YouTube video tutorials did not significantly outperform traditional instruction in enhancing learning outcomes.
Conclusion: The study found that both traditional teaching and YouTube video tutorials improved students' understanding of unit conversions. While both groups progressed, the experimental group showed greater improvement, suggesting video-based learning complements traditional instruction.
Keywords: Mathematics education, video-based learning, YouTube videos, digital learning environments