YouTube Videos as a Pedagogical Tool in Teaching Mathematics

Abstract

In today's changing educational environment, incorporating multimedia materials such as YouTube is becoming increasingly crucial for enhancing learner interaction and understanding. This research examines the effectiveness of using YouTube videos in mathematics teaching for Grade 7 Junior High School students at the University of Cebu, Pardo and Talisay Campus, Bulacao, Cebu City, Philippines. The primary purpose is to determine whether multimedia can enhance learners' understanding and performance in mathematics. Using a quasi-experimental research design, the research involved sixty (60) Grade 7 students, divided equally into control and experimental groups. The researcher used a matched-pairs sampling technique, matching students by gender and second grade period mathematics grades to ensure group comparability. A researcher-made questionnaire was the primary tool for data collection, administered both as a pretest and a posttest. The researcher conducted data analysis using appropriate statistical methods, including frequency and percentage counts, mean, and standard deviation, and t-tests for independent and paired samples, with a significance level of 0.05. Results indicated that both groups performed equally poorly on the pretest, with no difference between them (p = 0.263), suggesting an equivalent baseline. Post-intervention scores indicated significant improvement in both groups (p < 0.001); however, the experimental group, which was instructed and supplemented with YouTube videos, performed better than the control group in the posttest (p = 0.049). These findings indicate that incorporating YouTube videos into mathematics instruction can significantly improve students' learning outcomes. Teachers should incorporate high-quality, relevant multimedia resources into their instructional practices to improve student engagement, retention, and academic achievement in mathematics.