SCHOOLS DIVISION OF PAMPANGA 1

YouTube as a Learning Space: Impact on Learners’ Digital Literacy and

Satisfaction

INTRODUCTION
Context and Rationale

YouTube has been identified as the new educational exit – a learning space where

people look for information to learn and contemplate. Videos are not just deemed for

entertainment, but also for educational purposes. In this pandemic, where face-to-face

learning has been prohibited, and homeschooling is the new norm, the use of YouTube

(YT) as a learning space posits promising results.

Indeed, YT is one of the social media tools that have become a part of everyone’s

lives. Many educators use it as a pedagogical instrument. Even students supported the

effective use of YT (Saban, 2020).

Educators are increasingly understanding and adapting new methods of teaching

laced with digitalization. Using YT in the classroom can bring efficiency to teaching and

learning. Considering its endless services, there is no surprise that YT has been ranked

the highest as a preferred learning tool (Srinivasacharlu, 2020). Especially in this time of

the Coronavirus Disease 2019 (COVID-19) pandemic, YT has been the new instructional

tool for both teachers and students.

Various studies documented the impact or effect of YT on different academic settings

and disciplines. Sari, Dardjito, and Azizah (2020) found out that YT created an engaging

atmosphere for learning English, the significant effects of YT on the students' vocabulary

acquisition (Kabooha & Elyas, 2018), and the effect of YT on high students' second

language acquisition (Sahayu & Friyanto, 2019). More so, Rosenthal (2018)

characterized YT as a venue for developing online video content to promote science

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learning in everyday life. On a broader scale, Tella, Bode-Obanla, and Sulyman Age

(2020) noted that YT became a place where students look for information on the latest

development in the discipline, news and documentary videos on the practical aspects of

the discipline, information on assignments, and research, and information to complement

class notes. What is more surprising among the studies is that Maziriri, Gapa, and

Chuchu (2020) noted that the perceived usefulness was observed to have a more

significant impact on student perceptions toward learning through YT than the perceived

ease of use.

Indeed, there are ample literature and studies that attested to the desired impact or

effect of YT on learners' academic performance in various disciplines. However, there is

a lack of research on factors influencing YT's educational use (Bardakci, 2019). More so,

there had been less documentation on the use of YT during this time of pandemic and the

Senior High School (JHS) students. To this end, the said research gaps are what the

present study wants to fill in. It will focus on digital literacy and learning satisfaction as

factors that can be impacted by YT as an instructional tool or strategy.

As the researcher observed and based on the pre-assessment conducted on the JHS

students, many of them have low levels of digital literacy and learning satisfaction. Such

may be driven by the current situation of poor internet connection and constraints with

the prohibition of face-to-face classes. It is the mandate of every teacher to address the

students' needs and propose alternative options effectively. Since many of the students

have turned to using YT videos as supplemental resources, the study intends to maximize

its use and provide mechanisms to extend them to the learners without being too

dependent on internet connections. With such, it is hoped that the students can effectively

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manage their pace of learning while collaborating and interacting with others and the

learning content itself.

Research Questions

The study determined the impact of YouTube (YT) as a learning space on the JHS

students’ digital literacy and satisfaction at Basa Air Base National High School,

Division of Pampanga during the 1st Semester of School Year 2020-2021 as a baseline for

the development of an intervention program.

Specifically, it provided answers to the following:

1. How may JHS students' digital literacy and learning satisfaction be described

before their exposure to using YT?

2. How may JHS students' digital literacy and learning satisfaction be described after

their exposure to using YT?

3. Is there a significant difference in digital literacy and learning satisfaction of JHS

students before and after their exposure to using YT?

4. Based on the findings of the study, what intervention program may be developed?

Hypothesis

H0: There is no significant difference in digital literacy and learning satisfaction of JHS

students before and after their exposure to using YT.

Significance of the Study

The study benefitted the following:

DepEd Officials. They may be assisted by the results of the study in providing more

opportunities for learners to explore, especially in maximizing the use of technologies

YouTube as a Learning Space: Impact on Learners’ Digital Literacy and Satisfaction

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and Social networking sites (SNSs) like YT to be a useful tool in disseminating

information and exchanges of ideas.

School Administrators. They may be guided by the content of the study in

spearheading training to trainers in making created and relevant YT content to serve as

supplemental learning resources for effective learning to happen.

JHS Teachers. The study results may help them effectively utilize YT as a learning

space or platform for learners and teachers to exchange ideas/thoughts and create more

meaningful connections to learning. This could also lead teachers to create innovative

content to facilitate learning and make learners critical and independent-minded.

JHS Students. Their digital literacy and learning satisfaction may be improved

through their exposure to YT. More so, they may become more critical in selecting and

even making video content of their own, leading to their maximum use of the said SNS as

a learning technology/space.

Future Researchers. They may be guided by the findings of the study in exploring

other mechanisms on how to use YT as a learning space effectively, especially in making

collaborative content between and among learners. This could lead to the determination

of other integral variables that may substantiate this body of knowledge.

Scope and Limitations

The study intended to explore the impact of YT as a learning space on the JHS

students’ digital literacy and satisfaction at Basa Air Base National High School,

Division of Pampanga during the 1st Semester of School Year 2020-2021 as a baseline for

the development of an intervention program. It concentrated on the digital literacy and

learning satisfaction of JHS students before their exposure to using YT; the significant

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 SCHOOLS DIVISION OF PAMPANGA 5
difference in the said areas; and the development of an intervention program based on the

findings of the study.

Meanwhile, the study was limited to 50 JHS students who were found to have a

lower level of digital literacy and learning satisfaction based on the pre-test. The study

was only conducted in the 1st semester of SY 2020-2021.

METHOD

Type of Research

The study utilized the true experimental design of quantitative research. Such design

used an experimental group where an intervention/treatment was applied to determine its

effect. In the context of the study, those students who were found to have low-level

digital literacy and learning satisfaction served as the experimental group where the use

of YT videos was applied as the intervention/treatment.

Respondents

There were 50 JHS students who served as the respondents of the study. Their

distribution was shown in the table.

Table 1

Respondents of the Study

Respondents Frequency Percentage

Male 27 54.00
Female 23 46.00
Total 50 100.00

As can be seen from the table, there were 27 or 54.00% male JHS student-

respondents in the study, while there were 23 or 46.00% female respondents.

Sampling Technique

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The student-respondents were chosen using the stratified sampling technique. This

sampling denoted that the respondents must belong to a particular stratum or group

having the same unique characteristics. Hence, only the students who garnered a low

level of digital literacy and learning satisfaction during the pre-assessment were selected

as the study's final respondents.

Proposed Strategy

The study utilized YouTubing as an instructional strategy among JHS students who

have low digital literacy levels and learning satisfaction. Video contents from DepEd's

Official YouTube account and other reliable YT Channels were used as the video sites

for instruction. If needed, the researcher created content for learning to have more

supplemental resources to operate. If the students cannot view real-time the YT videos,

copies of the prescribed videos were uploaded on the Group Chat (GC) or shared on their

mobile phones when their parents have received their modules from school.

Instruments

Pre- and post-assessments were used as the data gathering tools in determining the

digital literacy and learning satisfaction of JHS students. These instruments were self-

made by the researcher and validated by three experts in education who were all master

teachers. Their suggestions and recommendations were reflected in the final draft of the

instruments. A dry run was also conducted on 20 students, wherein the results were

subjected to a reliability test using Cronbach alpha. Once the item/instrument's alpha

value was 0.70 and above, the reliability was upheld, and mass production and

distribution of the instruments were facilitated. Based on the results of the Cronbach

alpha analysis, the items in the survey questionnaire have an EXCELLENT internal

YouTube as a Learning Space: Impact on Learners’ Digital Literacy and Satisfaction

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consistency as attested by the overall alpha of 0.9804, making it highly reliable to use for

the intended/targeted participants.

Data Collection Procedure

Permission letters were secured first from the school's division superintendent

through the senior education program specialist's office in research and planning and the

office of the school’s principal before the conduct of the study. Moreover, the consent

form was given to the parents, while the assent form was secured from the learners to

solicit their active participation in the study. Once permissions had been granted, the

conduct of the pre-assessment, the actual application of the strategy, and the post-

assessment were facilitated. After the needed information has been gathered, data were

prepared for data analysis.

Ethical Considerations

The study followed the protocols and standards prescribed by the DepEd and the

ethics required by the study. Necessary permissions were gathered first before the actual

conduct of the study. In the consent and assent form, the objectives of the study were

relayed, as well as the nature of respondents' participation, risks, and benefits of the

study. Throughout the process, the researcher ensured that the respondents' identities

remained anonymous, and the information they provided was secured as confidential.

More so, proper citation of references using APA (American Psychological Association)

6th edition format was upheld.

Data Analysis

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The study employed the SPSS v24 in analyzing and treating the data gathered from the

JHS students. Descriptive statistics (frequency, percentage, mean, and standard deviation)

and inferential statistics (Paired Samples T-test) were used in treating the data gathered.

The frequency and percentage were applied to the respondents' demographic

information, as shown in Table 1.

Meanwhile, the mean and standard deviation were applied to JHS students' digital

literacy and learning satisfaction before and after their exposure to using YT.

The following norms for interpretations were used in describing JHS students' digital

literacy and learning satisfaction before and after their exposure to using YT:

Scale Range Interval Description Interpretation

4 3.26 – 4.00 Always Very High
3 2.51 – 3.25 Often Moderate
2 1.76 – 2.50 Seldom Low
1 1.00 – 1.75 Never Very Low
Meanwhile, Paired Samples T-test was used to determine the significant difference

between digital literacy and learning satisfaction of JHS students be described before and

after their exposure to using YT. Once the p-value was lower and equal to 0.05 alpha, a

significant difference had been occurred, leading to the rejection of the null hypothesis.

Meanwhile, once the p-value was higher than 0.05, no significant difference was secured,

leading to the acceptance of the H0.

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RESULTS AND DISCUSSIONS

This chapter provides a detailed presentation and interpretation/discussion of the data

gathered from the survey, aligned with the objectives set in the Statement of the Problem.

1. JHS Students' Digital Literacy and Learning Satisfaction Before Their

Exposure to Using YT

Table 2
JHS Students' Digital Literacy Before Their Exposure to Using YT
Standard
A. Digital Literacy Mean Interpretation
Deviation
1. I know how to use various video-sharing
applications and sites (i.e., YT) needed for 2.50 0.81 Low
my preferred learning modalities
2. I can apply in actual learning the various
video-sharing applications and sites (i.e.,
2.32 1.10 Low
YT) needed for my preferred learning
modalities
3. I maximize the use of YT videos and
platforms in gathering information and my 2.50 0.81 Low
learning experiences
4. I initiate to empower myself in using YT
videos and platforms to serve as
2.02 1.02 Low
supplemental materials to reinforce learning
acquisition and skill development
5. I empower other learners to use YT videos
and platforms for maximized use during 2.18 1.16 Low
emergencies in education
6. I can spot issues of fake news and
misinformation on YT videos and platforms 2.02 0.98 Low
that I used in learning
7. I regulate myself on the efficient use of YT
videos and platforms in learning, especially 2.42 0.97 Low
by strictly adhering to screen time allowable
8. I effectively use YT videos and platforms as 2.36 1.01 Low

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learning resources and in accomplishing
assessment tasks
9. I share my knowledge on the YT videos and
2.38 1.07 Low
platforms that I used with other learners
10. I solicit the expertise of my teachers and
other knowledgeable learners to effectively
2.44 2.04 Low
use and maximize the benefits of YT videos
and platforms in learning
Composite 2.31 1.15 Low
Table 2 shows the JHS students' digital literacy before their exposure to using YT. The

results indicate that they have a low level of digital literacy before their exposure to using

YT (mean=2.31; SD=1.15). The said results reveal that JHS students need further

improvements in their digital literacy which is very crucial for the development of 21 st-

century and life skills. In descending order, it can be noted that the JHS students have

low-level of digital literacy in terms of knowing how to use various video-sharing

applications and sites (i.e., YT) needed for their preferred learning modalities

(mean=2.50; SD=0.81), maximizing the use of YT videos and platforms in gathering

information and their learning experiences (mean=2.50; SD=0.81), soliciting the

expertise of their teachers and other knowledgeable learners to effectively use and

maximize the benefits of YT videos and platforms in learning (mean=2.44; SD=2.04),

regulating themselves on the efficient use of YT videos and platforms in learning,

especially by strictly adhering to screen time allowable (mean=2.42; SD=0.97), sharing

their knowledge on the YT videos and platforms that they used with other learners

(mean=2.38; SD=1.07), effectively using YT videos and platforms as learning resources

and in accomplishing assessment tasks (mean=2.36; SD=1.01), applying in actual

learning the various video-sharing applications and sites (i.e., YT) needed for their

preferred learning modalities (mean=2.32; SD=1.10), empowering other learners to use

YT videos and platforms for maximized use during emergencies in education

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(mean=2.18; SD=1.16), initiating to empower themselves in using YT videos and

platforms to serve as supplemental materials to reinforce learning acquisition and skill

development (mean=2.02; SD=1.02), and spotting issues of fake news and

misinformation on YT videos and platforms that they used in learning (mean=2.02;

SD=0.98).

Table 3
JHS Students' Learning Satisfaction Before Their Exposure to Using YT
Mea Standard
B. Learning Satisfaction Interpretation
n Deviation
1. I value and understand the nature and
concepts of ideas being presented in the 2.32 1.13 Low
YT videos and platforms
2. I master the necessary basic knowledge
as a springboard to a higher level of
2.45 1.22 Low
understanding through the help of YT
videos and platforms
3. I improve better understanding of
concepts or ideas because of the YT 2.39 1.13 Low
videos and platforms
4. I am updated with ideas based on my
level of understanding as a learner due
2.46 1.07 Low
to the tutorial pacing of YT videos and
platforms
5. I can apply real-life applications and
situations presented in the YT videos 2.42 1.14 Low
and platforms
6. I am given opportunities to revisit
concepts and verify ideas presented in 2.22 1.04 Low
the YT videos and platforms
7. I am given opportunities to connect with
the YT content creator for clarifications 2.28 1.07 Low
and validations of content
8. I am given opportunities for continuous
drills to practice my skills due to the
2.44 1.09 Low
tutorial nature of YT videos and
platforms
9. I am given support to instill better 2.45 1.30 Low

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learning experiences due to the
simulative and immersive nature of YT
videos and platforms
10. I am given enough momentum to focus
on learning concepts and ideas presented 2.45 1.34 Low
in the YT videos and platforms
Composite 2.39 1.15 Low

Table 3 reflects the JHS students' learning satisfaction before their exposure to using

YT. The results reveal that they have a low level of learning satisfaction before their

exposure to using YT (mean=2.39; SD=1.15). The said results reveal that JHS students

need further improvements in their learning satisfaction to keep them at pace on their

learning progress and gear towards the improvements in their performances and outputs.

In descending order, it can be noted that the JHS students have low-level of learning

satisfaction in terms of being updated with ideas based on their level of understanding as

learner due to the tutorial pacing of YT videos and platforms (mean=2.46; SD=1.07),

mastering the necessary basic knowledge as a springboard to a higher level of

understanding through the help of YT videos and platforms (mean=2.45; SD=1.22),

being given support to instill better learning experiences due to the simulative and

immersive nature of YT videos and platforms (mean=2.45; SD=1.30), being given

enough momentum to focus on learning concepts and ideas presented in the YT videos

and platforms (mean=2.45; SD=1.34), being given opportunities for continuous drills to

practice my skills due to the tutorial nature of YT videos and platforms (mean=2.44;

SD=1.09), applying real-life applications and situations presented in the YT videos and

platforms (mean=2.42; SD=1.14), improving better understanding of concepts or ideas

because of the YT videos and platforms (mean=2.39; SD=1.13), valuing and

understanding the nature and concepts of ideas being presented in the YT videos and

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platforms (mean=2.32; SD=1.13), being given opportunities to connect with the YT

content creator for clarifications and validations of content (mean=2.28; SD=1.07), and

being given opportunities to revisit concepts and verify ideas presented in the YT videos

and platforms (mean=2.22; SD=1.04).

2. JHS Students' Digital Literacy and Learning Satisfaction After Their Exposure
to Using YT

Table 4 shows the JHS students' digital literacy after their exposure to using YT. The

results indicate that they have a very high level of digital literacy after their exposure to

using YT (mean=3.53; SD=0.64). The said results reveal that JHS students’ digital

literacy has improved from being low-level to a very high level after the use of YT as an

instructional strategy, making it very effective in increasing learners' digital literacy as

digital natives.

Table 4
JHS Students' Digital Literacy After Their Exposure to Using YT
Standard
A. Digital Literacy Mean Interpretation
Deviation
1. I know how to use various video-sharing
applications and sites (i.e., YT) needed for 3.52 0.65 Very High
my preferred learning modalities
2. I can apply in actual learning the various
video-sharing applications and sites (i.e.,
3.44 0.61 Very High
YT) needed for my preferred learning
modalities
3. I maximize the use of YT videos and
platforms in gathering information and 3.46 0.93 Very High
maximizing my learning experiences
4. I initiate to empower myself in using YT
videos and platforms to serve as
3.44 0.73 Very High
supplemental materials to reinforce learning
acquisition and skill development
5. I empower other learners to use YT videos
and platforms for maximized use during 3.46 0.61 Very High
emergencies in education
6. I can spot issues of fake news and 3.78 0.42 Very High
misinformation on YT videos and platforms

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that I used in learning
7. I regulate myself on the efficient use of YT
videos and platforms in learning, especially 3.52 0.61 Very High
by strictly adhering to screen time allowable
8. I effectively use YT videos and platforms as
learning resources and in accomplishing 3.62 0.49 Very High
assessment tasks
9. I share my knowledge on the YT videos and
3.48 0.71 Very High
platforms that I used with other learners
10. I solicit the expertise of my teachers and
other knowledgeable learners to effectively
3.56 0.50 Very High
use and maximize the benefits of YT videos
and platforms in learning
Composite 3.53 0.64 Very High

In descending order, it can be noted that the JHS students have very high level of

digital literacy in terms of spotting issues of fake news and misinformation on YT videos

and platforms that they used in learning (mean=3.78; SD=0.42), effectively using YT

videos and platforms as learning resources and in accomplishing assessment tasks

(mean=3.62; SD=0.49), solicit the expertise of their teachers and other knowledgeable

learners to effectively use and maximize the benefits of YT videos and platforms in

learning (mean=3.56; SD=0.50), knowing how to use various video-sharing applications

and sites (i.e., YT) needed for their preferred learning modalities (mean=3.52; SD=0.65),

regulating themselves on the efficient use of YT videos and platforms in learning,

especially by strictly adhering to screen time allowable (mean=3.52; SD=0.61), sharing

their knowledge on the YT videos and platforms that they used with other learners

(mean=3.48; SD=0.71), maximizing the use of YT videos and platforms in gathering

information and maximizing their learning experiences (mean=3.46; SD=0.93),

empowering other learners to use YT videos and platforms for maximized use during

emergencies in education (mean=3.46; SD=0.61), applying in actual learning the various

video-sharing applications and sites (i.e., YT) needed for their preferred learning

modalities (mean=3.44; SD=0.61), and initiating to empower themselves in using YT

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videos and platforms to serve as supplemental materials to reinforce learning acquisition

and skill development (mean=3.44; SD=0.73).

Meanwhile, Table 5 reflects the JHS students' learning satisfaction after their

exposure to using YT. The results reveal that they have a very high level of learning

satisfaction after their exposure to using YT (mean=3.30; SD=0.72). The said results

reveal that JHS students' learning satisfaction has improved from being low-level to a

very high level after the use of YT as an instructional strategy, making it very effective in

increasing learners' satisfaction to perform better and produce meaningful learning

outputs.

Table 5
JHS Students' Learning Satisfaction After Their Exposure to Using YT
Mea Standard
B. Learning Satisfaction Interpretation
n Deviation
1. I value and understand the nature and
concepts of ideas being presented in the 3.32 0.62 Very High
YT videos and platforms
2. I master the necessary basic knowledge
as a springboard to a higher level of
3.30 0.74 Very High
understanding through the help of YT
videos and platforms
3. I improve better understanding of
concepts or ideas because of the YT 3.08 0.75 Moderate
videos and platforms
4. I am updated with ideas based on my
level of understanding as a learner due
3.18 0.75 Moderate
to the tutorial pacing of YT videos and
platforms
5. I can apply real-life applications and
situations presented in the YT videos 3.14 0.76 Moderate
and platforms
6. I am given opportunities to revisit 3.40 0.64 Very High
concepts and verify ideas presented in

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the YT videos and platforms
7. I am given opportunities to connect with
the YT content creator for clarifications 3.46 0.58 Very High
and validations of content
8. I am given opportunities for continuous
drills to practice my skills due to the
3.56 0.54 Very High
tutorial nature of YT videos and
platforms
9. I am given support to instill better
learning experiences due to the
3.48 0.65 Very High
simulative and immersive nature of YT
videos and platforms
10. I am given enough momentum to focus
on learning concepts and ideas presented 3.06 0.93 Moderate
in the YT videos and platforms
Composite 3.30 0.72 Very High

In descending order, it can be noted that the JHS students have a very high level of

learning satisfaction in terms of being given opportunities for continuous drills to practice

their skills due to the tutorial nature of YT videos and platforms (mean=3.56; SD=0.54),

being given support to instill better learning experiences due to the simulative and

immersive nature of YT videos and platforms (mean=3.48; SD=0.65), being given

opportunities to connect with the YT content creator for clarifications and validations of

content (mean=3.46; SD=0.58), being given opportunities to revisit concepts and verify

ideas presented in the YT videos and platforms (mean=3.40; SD=0.64), valuing and

understanding the nature and concepts of ideas being presented in the YT videos and

platforms (mean=3.32; SD=0.62), and mastering the necessary basic knowledge as a

springboard to a higher level of understanding through the help of YT videos and

platforms (mean=3.30; SD=0.74). Meanwhile, the students have a moderate level of

learning satisfaction in terms of being updated with ideas based on their level of

understanding as learners due to the tutorial pacing of YT videos and platforms

(mean=3.18; SD=0.75), applying real-life applications and situations presented in the YT

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videos and platforms (mean=3.14; SD=0.76), improving better understanding of concepts

or ideas because of the YT videos and platforms (mean=3.08; SD=0.75), and being given

enough momentum to focus on learning concepts and ideas presented in the YT videos

and platforms (mean=3.06; SD=0.93).

3. Significant Difference in Digital Literacy and Learning Satisfaction of JHS

Students Before and After Their Exposure to Using YT

As the data suggest in Table 6, there is a significant difference in digital literacy (t=-

16.41; p=0.00) and learning satisfaction (t=-13.23; p=0.00) of JHS students before and

after their exposure to using YT as the p-values are lower than 0.05, leading to the

rejection of the null hypothesis. This indicates that the level of digital literacy and

learning satisfaction of JHS students had improved tremendously after their exposure to

using YT, revealing further how effective the said strategy is in improving learners'

digital literacy and learning satisfaction.

Table 6
Significant Difference in Digital Literacy and Learning Satisfaction of JHS Students
Before and After Their Exposure to Using YT
p-
Domain Group Mean SD t-value Significance Remarks
value
Digital Before 2.31 0.18
-16.41 0.00 Significant Reject H0
Literacy After 3.53 0.11
Learning Before 2.39 0.08
-13.23 0.00 Significant Reject H0
Satisfaction After 3.30 0.18

4. Developed Intervention Program

The results of the study expose areas that still need to improve in the use of YT

videos in improving the skills and satisfaction of the learners. Though the use of YT as an

instructional strategy had been proven to increase the JHS students' digital literacy and

learning satisfaction, there is clear evidence that the said implementation needs to

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improve further in the areas of learning satisfaction which include making learners

updated with ideas based on their level of understanding as learner due to the tutorial

pacing of YT videos and platforms; applying real-life applications and situations

presented in the YT videos and platforms; improving better understanding of concepts or

ideas because of the YT videos and platforms; and being given enough momentum to

focus on learning concepts and ideas presented in the YT videos and platforms. Hence

the study developed an intervention program geared toward the improvement of such

areas of learning satisfaction.

Activities / Resources Persons Expected

Objectives Timeframe
Strategies Needed Involved Outcome
To make  Create student  List of  Teachers Semestral Enrich
learners be support groups collaborative  Students break learners’ ideas
updated with  Mentoring activities for  IT Experts using YT
ideas based on sessions the student  Student As the need videos and
their level of between and support groups Council arises platforms
understanding among learners  Mentoring
as learners due  Webinar to forms
to the tutorial update  Feedback /
pacing of YT learners’ ideas Reflection
videos and on the use of forms
platforms YT videos and  Webinar
platforms proposal
 Compendium
of best ideas
presented
To apply real-  Immersion  Proposal of  Teachers Semestral Contextualized
life activities in the activities  Students break learning
applications community  Feedback /  Community experiences
and situations  Simulative Reflection Officials As the need through YT
presented in activities in forms  Parents / arises videos and
the YT videos school  Evaluation Guardians platforms
and platforms  Simulative forms
activities at
home

YouTube as a Learning Space: Impact on Learners’ Digital Literacy and Satisfaction

 SCHOOLS DIVISION OF PAMPANGA 19
To improve  Use a  List of  Teachers Semestral Improved
better progression activities  Students break conceptual
understanding approach in  Learning understanding
of concepts or learning exemplars As the need using YT
ideas because  Use  Graphic arises videos and
of the YT Understanding organizers platforms
videos and by Design  Self-learning
platforms (UbD) in materials
learning  Contextualized
 Use of graphic video
organizers in a presentations
video
presentation
 Create
contextualized
videos
To give  Use of  List of  Teachers Semestral Improved focus
enough conceptual activities  Students break / motivation in
momentum to learning  Learning learning using
focus on  Use of exemplars As the need YT videos and
learning discovery  Self-learning arises platforms
concepts and learning materials
ideas  Use of
presented in problem-based
the YT videos learning
and platforms

CONCLUSIONS AND RECOMMENDATIONS

Conclusions

Based on the analyzed findings of the study, the following are the conclusions

drawn:

1. The JHS students had a low level of digital literacy and learning satisfaction before

their exposure to using YT.

2. The JHS students had a very high level of digital literacy and learning satisfaction

after their exposure to using YT.

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 SCHOOLS DIVISION OF PAMPANGA 20
3. There is a significant difference in the JHS students' digital literacy and learning

satisfaction before and after their exposure to using YT; their digital literacy and

learning satisfaction has statistically improved after their exposure to using YT.

4. The study developed an intervention program to effectively address the areas needed

to improve the use of YT in improving the JHS students' learning satisfaction based on

their least-rated items.

Recommendations

With all the conclusions drawn, the following recommendations are presented:

1. Profiling of students’ digital literacy and learning satisfaction using other parameters

or indicators may be facilitated further to provide more appropriate intervention based

on their needs and situations.

2. The teachers may create further YT videos or collaborate with content creators or IT

experts in producing quality content needed by the learners and respond directly to

their needs with their digital literacy and learning satisfaction.

3. A compendium of best practices on the use of YT as a learning platform may be

documented further to sustain a high quality of instructional practices and to

encourage other teachers in maximizing its usage towards independence in learning.

4. The developed output shall be applied in an action/applied research or continuous

improvement project (CIP) to attest further its usefulness and maximize every

opportunity it may bring for the maximized teaching-learning process.

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 SCHOOLS DIVISION OF PAMPANGA 21

REFERENCES

Bardakci, S. (2019). Exploring high school students' educational use of YouTube.

International Review of Research in Open and Distributed Learning, 20(2), 260-
278, April.
Kabooha, R. & Elyas, T. (2018). The effects of YouTube in multimedia instruction for
vocabulary learning: Perceptions of EFL students and teachers. English Language
Teaching, 11(2), 72-81.
Maziriri, E. T., Gapa, P., & Chuchu, T. (2020). Student perceptions towards the use of
YouTube as an educational tool for learning and tutorials. International Journal of
Instruction, 13(2), 119-138, April.
Rosenthal, S. (2018). Motivations to seek Science videos on YouTube: Free-choice
learning in a connected society. International Journal of Science Education, Part
B: Communication and Public Engagement, 8(1), 22-39.

YouTube as a Learning Space: Impact on Learners’ Digital Literacy and Satisfaction

 SCHOOLS DIVISION OF PAMPANGA 22
Saban, A. (2020). Examining metaphors, usage, and views of secondary school students
on YouTube. Contemporary Educational Technology, 11(1), 111-129.
Sahayu, W. & Friyanto (2019). The effect of YouTube on high school students' second
language acquisition. International Journal of Linguistics, Literature, and
Translation (IJLLT), 2(6), 38-44, November.
Sari, A. B. P., Dardjito, H., & Azizah, D. M. (2020). EFL students' improvement through
the reflective YouTube video project. International Journal of Instruction, 13(4),
393-408, October.
Srinivasacharlu, A. (2020). Using YouTube in colleges of education. Shanlax
International Journal of Education, 8(2), 21-24, March.
Tella, A., Bode-Obanla, O., & Sulyman Age, A. (2020). The perspective of
undergraduate students on the information needs and seeking behavior through
YouTube. Journal of Electronic Resources Librarianship, 32(2), 94-109.

Appendix A

Workplan

Phases of the Activity Output / Indicators Person-in- Resources Cost

study Target Charge Needed
Pre- Pre-assessment of  Identification Needed Researcher Hard copy, PhP. 500
implementation digital literacy and/or respondents Subject softcopy /
Phase (October and learning creation of are Teacher Online
2020) satisfaction lesson plans identified. version of
and materials pre-
for the assessment
application of
YouTubing
as a strategy
 Identification
of the extent
of digital
literacy and
learning
satisfaction

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 SCHOOLS DIVISION OF PAMPANGA 23
Identification /  Activities and Activities Researcher Hard copy, PhP. 1,000
creation of examinations are available Adviser softcopy /
activities and to the online
materials based learners. version of
on the students’ activity
extent of digital sheets
literacy and
learning
satisfaction
Implementation Implementation  YT videos Disseminati Researcher YT videos PhP. 2,000
Phase of YouTubing as on and Subject Gadgets
(November a strategy presentation Teacher
2020 – March of YT
2021) videos to
the learners
Post- Post-assessment  Results of Presentation Researcher Hard copy, PhP. 500
implementation of digital literacy post- of results Subject softcopy /
Phase (March – and learning assessment Teacher Online
April 2021) satisfaction version of
post-
assessment
Interpretation of  Completed Submission Researcher Softcopy PhP. 3,500
Data and AR of of
Completion of completed completed
Action Research AR AR

Appendix B

Pre- and Post-Assessments

Name (Optional): _________________________

School: ____________________________________

Directions: This evaluation appraises your level of digital literacy and learning
satisfaction as a JHS student by checking the appropriate scale.

Scale Range Interval Description Interpretation

4 3.26 – 4.00 Always Very High
3 2.51 – 3.25 Often Moderate
2 1.76 – 2.50 Seldom Low
1 1.00 – 1.75 Never Very Low

YouTube as a Learning Space: Impact on Learners’ Digital Literacy and Satisfaction

 SCHOOLS DIVISION OF PAMPANGA 24
A. Digital Literacy 4 3 2 1
1. I know how to use various video-sharing applications and
sites (i.e., YT) needed for my preferred learning modalities
2. I can apply in actual learning the various video-sharing
applications and sites (i.e., YT) needed for my preferred
learning modalities
3. I maximize the use of YT videos and platforms in gathering
information and my learning experiences
4. I initiate to empower myself in using YT videos and
platforms to serve as supplemental materials to reinforce
learning acquisition and skill development
5. I empower other learners to use YT videos and platforms for
maximized use during emergencies in education
6. I can spot issues of fake news and misinformation on YT
videos and platforms that I used in learning
7. I regulate myself on the efficient use of YT videos and
platforms in learning, especially by strictly adhering to
screen time allowable
8. I effectively use YT videos and platforms as learning
resources and in accomplishing assessment tasks
9. I share my knowledge on the YT videos and platforms that I
used with other learners
10. I solicit the expertise of my teachers and other
knowledgeable learners to effectively use and maximize the
benefits of YT videos and platforms in learning
Others (Please specify): _______________________
B. Learning Satisfaction 4 3 2 1
1. I value and understand the nature and concepts of ideas
being presented in the YT videos and platforms
2. I master the necessary basic knowledge as a springboard to a
higher level of understanding through the help of YT videos
and platforms
3. I improve better understanding of concepts or ideas because
of the YT videos and platforms
4. I am updated with ideas based on my level of understanding
as a learner due to the tutorial pacing of YT videos and
platforms
5. I can apply real-life applications and situations presented in
the YT videos and platforms
6. I am given opportunities to revisit concepts and verify ideas
presented in the YT videos and platforms
7. I am given opportunities to connect with the YT content
creator for clarifications and validations of content
8. I am given opportunities for continuous drills to practice my
skills due to the tutorial nature of YT videos and platforms
9. I am given support to instill better learning experiences due

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 SCHOOLS DIVISION OF PAMPANGA 25
to the simulative and immersive nature of YT videos and
platforms
10. I am given enough momentum to focus on learning
concepts and ideas presented in the YT videos and platforms
Others (Please specify): _______________________

Appendix C

Reliability of the Developed Pre- and Post-Assessments

Cronbach Alpha and Related Statistics

Cronbach
Items Std. Alpha G6(smc) Average R
Alpha
All items 0.9804 0.9809 0.9998 0.7196
A. Digital Literacy
1 0.9794 0.9799 0.9998 0.7198
2 0.9795 0.98 0.9998 0.7209
3 0.9785 0.9791 0.9998 0.7116
4 0.9794 0.9799 0.9998 0.7196
5 0.9798 0.9802 1 0.7231
6 0.9792 0.9797 0.9997 0.7178
7 0.9802 0.9807 0.9998 0.7277
8 0.9797 0.9802 0.9998 0.7222

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 SCHOOLS DIVISION OF PAMPANGA 26
9 0.9794 0.9799 0.9998 0.7196
10 0.9793 0.9798 0.9997 0.7186
B. Learning Satisfaction
1 0.9792 0.9796 0.9998 0.7167
2 0.9791 0.9795 0.9998 0.7156
3 0.9802 0.9806 0.9998 0.727
4 0.9798 0.9802 0.9998 0.723
5 0.9795 0.98 0.9996 0.7203
6 0.9791 0.9795 0.9996 0.7157
7 0.9791 0.9795 0.9998 0.7156
8 0.9795 0.98 0.9998 0.7202
9 0.9795 0.9799 0.9998 0.7195
10 0.9793 0.9797 0.9998 0.7178

Alpha Coefficient Range Strength of Association

<0.6 Poor
0.6 to <0.7 Moderate
0.7 to <0.8 Good
0.8 to <0.9 Very Good
0.9 Excellent

Remarks: The items in the survey questionnaire have an EXCELLENT internal consistency as
attested by the overall alpha of 0.9804, making it highly reliable to use for the
intended/targeted participants.

Software: Wessa P. (2021), Cronbach alpha (v1.0.6) in Free Statistics Software (v1.2.1), Office
for Research Development and Education, URL
https://www.wessa.net/rwasp_cronbach.wasp/

Appendix D

Plans for Dissemination and Utilization

Resources
Persons Expected
Activities Time Frame Needed/
Involved Outcome
Funding
Meeting May 2021 Researcher AVR room Presented results
Presentation of Principal Handouts to the
Data Department Food and Department
Head refreshments Head and
School
Principal.

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 SCHOOLS DIVISION OF PAMPANGA 27
May 2021 Researcher AVR room Requested for a
Discussion JHS teachers Hard copy of possible LAC
Sharing interventions session with
Brainstorming Food and fellow JHS
refreshment teachers for
sharing of the
final output.
Discussion May 2021 Researcher AVR room Suggested
Conference JHS teachers Hard copy of school-wide
Principal interventions presentation of
Food and the final research
refreshment output.

May 2021 Researcher AVR room Worked for

Meetings JHS teachers Hard copy of further
Brainstorming the validation and
intervention improvement of
Food and the intervention
refreshment

Appendix E

Consent and Assent Letters

A. Consent Form

Study Title: YouTube as a Learning Space: Impact on Learners’ Digital Literacy and
Satisfaction

Researcher: Sirus C. Santos

Before agreeing to participate in this research, I strongly encourage you to read the following
explanation of this study. This statement describes the purpose and procedures of the study.
Also described is your right to withdraw from the study at any time. The Schools Division
Research Committee has approved this study.

YouTube as a Learning Space: Impact on Learners’ Digital Literacy and Satisfaction

 SCHOOLS DIVISION OF PAMPANGA 28
Explanation of the Procedures
This research envisioned YouTube's impact as a learning space on the JHS students' digital
literacy and satisfaction at Basa Air Base National High School, Division of Pampanga
during the 1st Semester of School Year 2020-2021 as a baseline for the development of an
intervention program.

Risks and Discomforts

There are no risks or discomforts that are anticipated from your child’s participation in the
study.

Benefits

The anticipated benefit of participation is your child's opportunity to work and learn with a
group while improving their reading abilities.

Confidentiality

The information gathered during this study will remain confidential. Personal data will not
come out in the presentation of data. Individual and group performance of your child will
only be for research purposes and will not affect their school academic grade.

Withdrawal without Prejudice

Participation in this study is voluntary; refusal to participate will involve no penalty. Your
child is free to withdraw consent and discontinue participation in this project at any time
without prejudice or penalty. They are also free to refuse to answer any question the
researcher might ask of them.
I,__________________________________, have read the above information.
I freely give consent for my child to participate in this study. I understand that he/she is free
to withdraw from the study at any time. I know that his/her data will be kept anonymous.

__________________________________________ _____________________

Parent’s Signature:_______________________ Date:__________________________

B. Assent Form

Study Title: YouTube as a Learning Space: Impact on Learners’ Digital Literacy and
Satisfaction

Researcher: Sirus C. Santos

Before agreeing to participate in this research, I strongly encourage you to read the following
explanation of this study. This statement describes the purpose and procedures of the study.

YouTube as a Learning Space: Impact on Learners’ Digital Literacy and Satisfaction

 SCHOOLS DIVISION OF PAMPANGA 29
Also described is your right to withdraw from the study at any time. The Schools Division
Research Committee has approved this study.

Explanation of the Procedures

This research envisioned YouTube's impact as a learning space on the JHS students' digital
literacy and satisfaction at Basa Air Base National High School, Division of Pampanga
during the 1st Semester of School Year 2020-2021 as a baseline for the development of an
intervention program.

Risks and Discomforts

There are no risks or discomforts that are anticipated from your participation in the study.

Benefits

The anticipated benefit of participation is the opportunity to work and learn with a group
while improving your reading abilities.

Confidentiality

The information gathered during this study will remain confidential. Personal data will not
come out in the presentation of data. Individual and group performance will only be for
research purposes and will not affect your school academic grade.

Withdrawal without Prejudice

Participation in this study is voluntary; refusal to participate will involve no penalty. You are
free to withdraw consent and discontinue participation in this project at any time without
prejudice or penalty. You are also free to refuse to answer any question I might ask you.
I,__________________________________, have read the above information.
I freely agree to participate in this study. I understand that I am free to withdraw from the
study at any time. I understand that my data will be kept anonymous.

__________________________________________ _____________________

Participant Signature:_______________________
Date:__________________________

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 SCHOOLS DIVISION OF PAMPANGA 30

Appendix F

Declaration of Anti-Plagiarism

1. I, Sirus C. Santos, understand that plagiarism is the act of taking and using
another's ideas and works and passing them off as one's own. This includes
explicitly copying the whole work of another person and/or using some parts
of their work without proper acknowledgment and referencing.

2. I now attest to the originality of this research proposal and have cited properly
all the references used. I further commit that all deliverables and the final
research study emanating from this proposal will be original. I shall use
appropriate citations in referencing other works from various sources.

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 SCHOOLS DIVISION OF PAMPANGA 31
3. I understand that violation of this declaration and commitment shall be subject
to consequences and shall be dealt with accordingly by the Department of
Education and (insert grant mechanism).

PROPONENT:
PRINTED NAME: SIRUS C. SANTOS
SIGNATURE: _____________________________
DATE: December 12, 2020

Appendix G

Declaration of Absence of Conflict of Interest

1. I, Sirus C. Santos, understand that conflict of interest refers to situations in

which financial or other personal considerations may compromise our
judgment in evaluating, conducting, or reporting research.1

2. I now declare that I do not have any personal conflict of interest that may arise
from the application and submission of my research proposal. I understand
that my research proposal may be returned to us if there is a conflict of
interest during the initial screening (insert RMG provision).

YouTube as a Learning Space: Impact on Learners’ Digital Literacy and Satisfaction

 SCHOOLS DIVISION OF PAMPANGA 32
3. Further, in case of any form of conflict of interest (possible or actual) which
may inadvertently emerge during my research, I will duly report it to the
research committee for immediate action.

4. I understand that we may be held accountable by the Department of Education

and (BERF) for any conflict of interest we have intentionally concealed.

PROPONENT:
PRINTED NAME: SIRUS C. SANTOS
SIGNATURE: _____________________________
DATE: December 12, 2020

1
Office of Ethics and Compliance, University of California, San Francisco, retrieved from http://coi.ucsf.edu/

YouTube as a Learning Space: Impact on Learners’ Digital Literacy and Satisfaction