San Rafael, Zaragoza, Nueva Ecija Junior High School

ZARAGOZA NATIONAL HIGH
San Rafael, Zaragoza, Nueva Ecija

SCHOOL
JUNIOR HIGH SCHOOL
Utilization Of YouTube In Biology As An Additional

Academic Resources On Distance Learning Modality
A Research Presented to the chosen

Teachers from the Senior and Junior
High School Department of
Zaragoza National High School
Zaragoza, Nueva Ecija
In Partial Fulfillment of the

Requirements for the Subject
Research in SP-ICT 10 in
Information System and Research 10
Christine Joy Tagasa

Nica Mae Siblag
Kristel Clarence Guevarra
Julianne Mae Dela Cruz
Nasthie Gabriel Agapito
1
SCHOOL
JUNIOR HIGH SCHOOL
TABLE OF CONTENT
Chapter I: THE PROBLEM AND ITS SETTINGS
Introduction . . . . . . . . . . . . . . . . . . . . 5
Theoretical Framework. . . . . . . . . . . . . . . . 8
Conceptual Framework . . . . . . . . . . . . . . . . 9
Research Paradigm. . . . . . . . . . . . . . . . . . 10
Statement of the Problem . . . . . . . . . . . . . . 11
Hypothesis of the Study. . . . . . . . . . . . . . . 12
Significance of the Study. . . . . . . . . . . . . . 12
Scope and Delimitation . . . . . . . . . . . . . . . 13
Chapter II: REVIEW OF RELATED LITERATURE AND STUDIES
Review of Related Literature . . . . . . . . . . . . 17
CHAPTER III: METHODOLOGY
Research Method. . . . . . . . . . . . . . . . . . . 20
Research Design. . . . . . . . . . . . . . . . . . . 20
Research Flowchart . . . . . . . . . . . . . . . . . 21
Respondents of the Study . . . . . . . . . . . . . . 21
2
SCHOOL
JUNIOR HIGH SCHOOL
Research Locale. . . . . . . . . . . . . . . . . . . 23
Research Map . . . . . . . . . . . . . . . . . . . . 24
Administration and Retrieval of the Questionnaire . . . . 25
a. Construction of the Questionnaire
b. Validation of the Instrument
c. Administration
d. Statistical Tools
Sample and Sampling Technique . . . . . . . . . . . . . . 27
Instrument. . . . . . . . . . . . . . . . . . . . . . . . 27
CHAPTER IV: PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
Respondents. . . . . . . . . . . . . . . . . . . . . 29
Weighted mean and interpretation of the Utilization of
YouTube as additional resources of distance learning
modalities . . . . . . . . . . . . . . . . . . . . . 34
Correlational Analysis Between the Profile of the
Respondents in terms of their Agreement and Satisfaction on
YouTube. . . . . . . . . . . . . . . . . . . . . . . 44
3
SCHOOL
JUNIOR HIGH SCHOOL
CHAPTER V: SUMMARY, CONCLUSION AND RECOMMENDATION
Summary. . . . . . . . . . . . . . . . . . . . . . . 46
Conclusion . . . . . . . . . . . . . . . . . . . . . 48
Recommendation . . . . . . . . . . . . . . . . . . . 50
4
SCHOOL
JUNIOR HIGH SCHOOL
Chapter I
THE PROBLEM AND ITS SETTING
Introduction
This quote was stated by Susan Wojcicki (YouTube CEO) “Our
hope is to support those who use YouTube to share their knowledge
with the world and the millions of users who come to our platform
to learn.” Education is a never-ending process, it is cycle of
knowledge and skill transfer. Knowledge and concepts can be
acquired in a variety of ways and every student has their own way
of comprehending the material.
Afore time there is a discussion of introducing YouTube as a
learning and teaching materials that focus on helping students to
attain the intended learning outcomes. Likewise, the concept of
learning anytime/anywhere becomes apparent as mobiles devices are
more significant to 21st century learners. This learning method
aids in the development and enhancement of the learners' talents,
skills, and competitions. It also gives learners with a practical
and efficient means to comprehend the ideas or concepts that have
been taught. They should be appropriate for the learner's
learning styles or preferences in order to accommodate their
particular variances.
5
SCHOOL
JUNIOR HIGH SCHOOL
As mentioned by JoElla Suida, (2014) the goal of this study
is to know how useful is YouTube videos in learning biology. The
researchers discovered that the students is always using their
devices, the majority of the students polled reported being left
to their own devices in their research for helpful, relevant and
reliable YouTube videos related to biology and chemistry ideas
in question in particular class. This research presents the
findings and examines the consiquences for students, curriculum,
instructors and academic leaders. It is argued that YouTube
videos should be used to teach and learn biology studies. The
goal of this study is to indicate their frequency of use and
provide their insights, on usefulness of YouTube videos in
studying biology and chemistry concepts.
Based on our findings YouTube has 2 billion active users,
and 500 hours of video content are uploaded every minute on the
world's largest video sharing network. This demonstrates that
video material appeals to a wider audience and attracts more
viewers than any other sort of content. This is why YouTube could
be an excellent resource for online learning. It has the
potential to make the learning experience more effective and
enjoyable. When a learning experience is memorable and
successful, the retention and engagement rate of an online
6
SCHOOL
JUNIOR HIGH SCHOOL
lecture or course increases, boosting the overall effectiveness
of the lecture or course.
Users have the ability to download, view, and share video
clips on an immense variety of content such as film clips,
television shows, music and educational videos, vlogs or
videoblogs, as well as amateur video. This content can be found
on sites such as YouTube, Vimeo, and Dailymotion. When videos are
shared on YouTube and users leave comments and engage in other
sorts of interaction on the site, YouTube transforms into a
social media platform. Learning can be facilitated by the use of
social media, as this has been demonstrated. Learners have the
opportunity to develop higher level thinking skills such as
decision making and problem solving, as well as the ability to
interact and collaborate through the use of social media
(Greenhow and Robelia 2019). In addition, it is possible for them
to make links to what they have learned in their classrooms,
which makes the learning process more interesting (Greenhow and
Robelia 2019). Bunus, (2020) as a result, there is a possibility
that YouTube might be utilized for education because it is both a
video platform that includes audio and visual components and a
social networking platform.
7
SCHOOL
JUNIOR HIGH SCHOOL
Theoretical Framework
This study was anchored to the Theory of Charles Wedemeyer,
(1981) Theory of Independent Study. Is Wedemeyer's theory still
applicable to distance learning today? The researchers review
says that it is. YouTube is becoming ingrained in popular
culture. This separates his theory from that of distant self-
study, and it exhibits current relevance for instructional
design, as the overwhelming data supports the significance of a
teaching presence in distance learning (Swan & Shih, 2005; Meyer,
2003; Wu & Hiltz, 2004), and Garrison (2007) asserts a causal
relationship between teaching presence and “student satisfaction,
perceived learning, and sense of community”. To investigate this
advanced with the advent of technology in the learning prospect,
this study seeks to identify the YouTube tutorials' popularity
among youth, as well as their reliance on these videos and their
utility. The focus of this study is the learner takes
responsibility for the pace of his or her own progress, with
freedom to start and stop at any time or in other terms
independent study can be shown here. For instance, students who
can take initiative and make good decisions without needing help
from teachers.
8
SCHOOL
JUNIOR HIGH SCHOOL
Conceptual Framework
This study was anchored in the theory of Independent Study
by Charles Wedemeyer, (1981) which is used to help and analyze or
justify the aim of this theory. The goal is to know how can
affect independent learning to the respondents and how they can
handle it. However, a shift in responsibility for the learning
process from the instructor to the learner may be the key to
defining autonomous learning. Pupils must comprehend their
learning, be motivated to study, and collaborate with instructors
to structure their learning environment as part of this shift in
responsibility. It took the researchers that it is very connected
to our topic especially when COVID – 19 comes because each
student was required to do self-learning many of the students
have experienced this kind of situation even the researchers. It
might be hard, but it gives you lifelong learning and having a
beginner's mind provide you with motivation, new experiences, and
accomplishment. It also gives you great stories to share with
others.
9
SCHOOL
JUNIOR HIGH SCHOOL
RESEARCH PARADIGM
1. Profile of the
YouTube as Proposed
Respondents
1.1 Age; learning resources
that can be Action Plan
1.2 Sex;
1.3 1st Quarter describe in terms Proposed an
Grade in Biology; of Educational
action plan
Videos/Informative
Videos. about
The learning of utilizing the
the respondents
that can be use of YouTube
describe in terms as an academic
of Independent
Learning. resources of
Grade 9
students in
the New
Normal.
Figure 1: The Research Paradigm
10
SCHOOL
JUNIOR HIGH SCHOOL
STATEMENT OF THE PROBLEM
This study focuses on how students utilized YouTube as
an additional Academic Resources on Distance Learning Modality
among Grade 9 students in Zaragoza National High School.
Specifically, this study will seek to answer the
following questions:
1. How may the profile of the respondents be described in terms:
1.1 Age;
1.2 Sex;
1.3 1st Quarter Grade in Biology;
2. How may the YouTube as learning resources be described in
terms of Educational Videos/Informative Videos?
3. How may the learning of the respondents be described in terms
of Independent Learning
4. Is there a significant relationship between socio demographic
profile of the students and YouTube utilization as Learning
Resources?
5. What action should be taken to efficiently utilize YouTube in
terms of additional Learning Resources in Biology?
11
SCHOOL
JUNIOR HIGH SCHOOL
Hypothesis
There is no significant relationship between socio
demographic profile of the students and YouTube as Learning
Resources
Significance of the Study
To the Students - The respondents themselves will be able to know
the use and how advantageous the YouTube application in the
middle of the pandemic, and also on distance learning modality.
To the Teachers – The Teachers will be informed about the perks
of the YouTube Application and the impact of it towards the
student’s performance on the Distance Learning Modality.
To the Parents – The Parents of the researchers will be informed
about the perks of the YouTube Application and the impact of it
towards the student’s performance on the Distance Learning
Modality so that they will be aware of what their children
doings.
To the Future Researchers – The researchers may use this as a
reference to for their research study. They may use some
information herein that relate to their research.
12
SCHOOL
JUNIOR HIGH SCHOOL
Scope and Delimitation
This research study focused only on the limited Grade 9
students in Zaragoza National High School, and was be conducted
during this third and fourth quarter of school year 2021-2022.
This study aims to identify the utilization of Youtube as an
additional academic resources on distance learning modality.
Definition of Terms
YouTube
YouTube is a well-known video sharing website that allows users
to upload and share videos with everybody that needed an internet
connection. These videos can be shared and embedded on other
websites as well.
Biology
Biology is simply the study of life. It is a natural science that
studies all living creatures on the earth, including their
growth, reproduction, evolution, function, classification, and
organization.
13
SCHOOL
JUNIOR HIGH SCHOOL
Independent Study
Independent study is sometimes referred to as directed study, and
is a form of educational activity undertaken by an individual
student with little to no supervision. Typically, a student and
professor or teacher agree on a topic for the student to research
with guidance from the instructor for an agreed upon number of
credits.
Distance Learning
Instead of attending a school, students can learn by listening to
lectures or attending classes via mail or the internet. Also
known as online learning or distance learning.
Educational videos
Educational video is a virtual medium that uses videos to help
individuals or students better comprehend subjects. Such videos
are referred to as educational videos. An animated or motion
image with audio that imparts academic knowledge and information
to viewers.
SPSS
SPSS stands for “Statistical Package for the Social Sciences”.
SPSS Statistics is a data management, advanced analytics,
14
SCHOOL
JUNIOR HIGH SCHOOL
multivariate analysis, organization intelligence, and criminal
investigation software suite by IBM.
Academic Resources
A academic resources is one that is written by academics,
researchers, or other professionals with advanced degrees
demonstrating knowledge in a subject of study. Written for a
professional or scholarly audience.
Animated videos
Original ideas, sketches, visual representations, or computer
generated effects are used in animated videos to move in an
appealing manner with a variety of artistic techniques. They may
include live action video, although it is not essential to
communicate an idea or message.
Visual Video
The use of visual components to express information or ideas is
known as visual communication. Animated GIFs, pictures, movies,
pie charts, infographics, and slide deck presentations are
examples of visual communication.
15
SCHOOL
JUNIOR HIGH SCHOOL
Verbal Video
Any communication that employs words to exchange information with
others is referred to as verbal communication. These words can be
spoken as well as written. The process of communication is two-
way. Information is passed from one person to another through
communication.
16
SCHOOL
JUNIOR HIGH SCHOOL
Chapter II
REVIEW OF RELATED LITERATURE
YouTube as Learning Resources
How YouTube is influencing education as a learning
resources. According to (Burns, 2020), YouTube has opened up the
tools for education in many ways. Students frequently use this
platform as an alternative way of learning about a particular
topic or lesson. This application has long been integrated into
lesson plans and curriculum to assist teachers in more thoroughly
explaining their lessons.
As stated by (Sharma, 2021). YouTube has proven to be an
effective educational tool because it connects academicians,
educators, and researchers from all over the world and provides
interesting, knowledgeable, and engaging content, giving
education a new dimension by making it innovative and creative.
Since education is a sector that is strongly influenced by social
media nowadays, this online application is able to influence the
education and learning process of the students. Proving that this
platform can be used as an advantage for educational and learning
purposes.
17
SCHOOL
JUNIOR HIGH SCHOOL
In the study research of (Qassim & Abbas, 2020), it states
that YouTube is more than just a platform for people to share,
upload, and comment on videos. YouTube adds a fun element to
classes, which meets students' interests, such discoveries have a
significant impact on the learning process because students will
perceive the educational environment as more encouraging and
exciting. Furthermore, they believe the material presented is
worth studying, and in this way, they will appreciate the efforts
made in explaining the information. The research is intended to
benefit teachers in their use of technology and students in their
comprehension of the materials presented.
Effectiveness of YouTube in Independent Study
As mentioned in the study of (Ebied, Kahouf, & Rahman,
2015), YouTube has turned into a global learning tool that allows
for active, constructive, and interactive learning opportunities.
Learning computer skills through video on YouTube produces better
results. The researchers of this study investigate the
effectiveness of using YouTube to improve learning computer
skills. According to the findings of this study, using YouTube as
an instructional tool, enhanced and advanced students' learning
of computer skills and their use in education. Proving that
18
SCHOOL
JUNIOR HIGH SCHOOL
YouTube is an effective tool for teaching computer skills and
achieving academic success.
Based on the study of (Pratama, Hartanto, & Kusumawardani,
2018), Students learn and understand audio mastering more easily
and effectively when they watch educational videos on YouTube.
The goal of this study is to validate the role of YouTube as a
learning resource in improving student learning performance by
investigating the factors that influence student learning
performance. The researchers discovered that factors such as
motivation, instructional content, and YouTube usefulness have a
significant influence on student learning performance. Overall,
the results suggest that YouTube plays an important role in
student learning performance and as an innovative and efficient
learning medium in music production education.
According to (Kohler, 2021), YouTube has evolved into a
supplement learning platform that promotes on-demand learning
through educational videos, they are regarded as a fruitful
strategy for improving user knowledge and are used in schools as
well as in science communication.
19
SCHOOL
JUNIOR HIGH SCHOOL
Chapter III
Research Methodology
This chapter presents the research design, research locale,
and sample and sampling technique, data gathering Instruments and
statistical tools to determine the importance of YouTube during
Online Distance Modality.
Research Design/Research Method
The researchers use descriptive research design to answer
the what, when, where, and how questions regarding the research
problem, rather than the why. Also to measure the data and to
compare variables. The researchers also use correlational
research design to investigate the relationships between the
variables.
20
SCHOOL
JUNIOR HIGH SCHOOL
Research Flowchart
 Construction of survey-questionnaire to determine the

importance of YouTube as an additional academic resources in
1 distance learning modality.
2  Validation of Survey – questionnaire.
 Seeking permission from the school principal and school

3
 Sending electronic survey – questionnaire crafted from

4
4 google forms via e – mail and social media.
 Gathering data from the respondents using the electric

5 survey questionnaire.
 Statistical analysis and interpretation of gathered data

6 from the respondents.
Respondents of the Study
This research study of utilization of YouTube as an
additional academic resources on Distance Learning Modality, the
respondents are the Grade 9 Students in Zaragoza National High
School. They are the ones who will provide the data in this
research study. The total number of the chosen respondents of
21
SCHOOL
JUNIOR HIGH SCHOOL
this study are 150 Students. The researchers use Pearson r
correlation analysis to find the relationship rather than the
difference between two quantitative variables.
As mentioned by (Chee, 2015), Pearson's r, which can
range between -1 and 1, is a measure of the linear relationship
between two interval or ratio variables. Pearson's r has the
advantage of being a simple way to assess the relationship
between two variables, whether they share variance, whether the
relationship is positive or negative, and the degree to which
they correlate. One disadvantage of using Pearson's r is that it
cannot identify non-linear relationships.
As stated by (Pathak, 2020), the researchers calculate a
linear relationship between the two given variables using Karl
Pearson's formula. For example, as a child grows older, his
height grows (different factors affect this biological change).
The Pearson product-moment correlation coefficient was defined
for the researchers in this study it measures the strength and
direction of a linear relationship between two variables. The
researchers discovered that the Pearson product-moment
correlation coefficient analyzes the strength and direction of a
linear relationship between two variables.
22
SCHOOL
JUNIOR HIGH SCHOOL
Research Locale
This research study was conducted at Zaragoza National High
School (ZNHS) and one of the biggest secondary high school. The
school will be located at San Rafael, Zaragoza, Nueva Ecija.
It was founded on July 1, 1947 and was formerly known as
Zaragoza Provincial High School. As the years passed by, the
population of Zaragoza National High School increased, as a
result, it calls for additional classrooms that will house the
teachers and students.
The school is divided to two Departments, the Junior High
School (JHS) and Senior High School (SHS). The Department of
Senior High School was chosen as the setting of this research
study.
23
SCHOOL
JUNIOR HIGH SCHOOL
Research Map
Zaragoza National
High School
Figure 2: Map of
Zaragoza National
MALE High School FEMALE TOTAL
46 104 150
24
SCHOOL
JUNIOR HIGH SCHOOL
Administration and Retrieval of the Questionnaire
A. Construction of the Questionnaire
For this study, the researchers construct questionnaire as
data gathering instrument. The questionnaire contains Personal
Information of the respondents such as the Age, Sex, and 1st
Quarter Grade. The researchers use the 4 point scale type of
questionnaires that consist of Strongly Disagree, Disagree,
Agree, and Strongly Agree that shows from the table below.
TABLE 2
Scoring and Scales
Rage Verbal Description Verbal Interpretation
3.25 – 4.00 Strongly Agree Highly Acceptable
2.50 – 3.24 Agree Acceptable
1.75 – 2.49 Disagree Unacceptable
1.00 – 1.74 Strongly Disagree Highly Unacceptable
Rage Verbal Description Verbal Interpretation
3.25 – 4.00 Very Satisfied Highly Acceptable

2.50 – 3.24 Satisfied Acceptable
1.75 – 2.49 Unsatisfied Unacceptable
1.00 – 1.74 Very Unsatisfied Highly Unacceptable
25
SCHOOL
JUNIOR HIGH SCHOOL
B. Validation of the Instrument
To Test the validity of Instrument the researchers went to
Zaragoza National High School and administered to their head
Teachers. The researchers use SPSS to get the reliability
statistics of the variables. The level of reliability of the
Cronbach’s Alpha Value was Acceptable.
C. Administration of Questionnaire
For this study, the researchers asked permission from the
principal and the assistant principals to conduct the study and
gather needed data for Grade 9 as the participants in the study.
The researchers utilized the questionnaire in obtaining the data.
To collect information or data from the respondent. Furthermore,
request for cooperation and assurance that all information
gathered will be treated strictly with confidentiality will be
assured.
D. Statistical Tools
In analyzing the data obtained, the researchers computed for
the average mean standard deviation percentage and frequency
count. The researchers use SPSS to easily obtain the correlation
or relationship of goals dealt. It has a user-friendly interface and
a strong set of capabilities that allows to extract relevant insights
26
SCHOOL
JUNIOR HIGH SCHOOL
from your data rapidly. Advanced statistical processes aid in
decision-making accuracy and quality.
According to (Arkkelin, 2014) SPSS was chosen because to its
widespread use in academic and business circles, making it the
most commonly used software of its kind. SPSS is also a flexible
software that provides for a wide range of analyses, data
transformations, and output formats in other words, it will more
than suffice for our needs. Because the SPSS software package is
constantly updated and enhanced, a new version is released with
each major revision.
Sample and Sampling Technique
Selected Grade 9 students took part in this study. Zaragoza
National High School students. The researchers used stratified
sampling, a type of probability sampling to separate the
population or respondents into two or more groups (strata) based
on one or more common characteristics. The characteristics that
are included in this study are sex, age, first quarter grade, and
etc., depending on the study’s goals and objectives.
Instrument
The researchers utilized questionnaire in obtaining the
data. The questionnaires composed of questions that led to
solving or answering the research problem. The content of the
27
SCHOOL
JUNIOR HIGH SCHOOL
questionnaire are related to how YouTube helps Grade 9 Students
in online distance learning modality in terms of additional
learning resources in Biology. The researchers ensure that the
respondents' personal information is only accessible to those who
carry out the Instrument of this study. It is secure against any
potential data theft, and their privacy is protected.
28
SCHOOL
JUNIOR HIGH SCHOOL
Chapter IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter presents the data on the Agreement/Disagreement of
the respondents by utilization of YouTube as academic resources in
Biology and their satisfaction of what YouTube application can give to
the Students.
1. Profile of the Respondents
The socio-demographic profile of the student in terms of
age, sex, and first quarter grade in biology were included. The
profiles of the respondents are created in order to determine
which profile characteristics are associated with data protection
policy behaviors and awareness.
1.1 Age
Table 3
Distribution of the Respondents According to Age
Age Frequency Percentage (%)

14 years old 55 36.7
15 years old 91 60.7
16 years old 4 2.7
TOTAL 150 100.0
29
SCHOOL
JUNIOR HIGH SCHOOL
Table 2 shows the age distribution of the respondents.
According to the data, 55 or 36.7% of respondents are 14 years
old, 91 or 60.7% are 15 years old, and 4 or 2.7 are 16 years old.
According to the study's findings, the majority of
respondents are between the ages of 14 and 15. Because the
respondents are in Grade 9, their typical age range is 14-16
years old.
According to a study by Variety Magazine (2014), six out of
ten influencers for 13-18-year-olds are YouTubers. According to
this study, YouTube has become a part of many youngsters'
everyday lives. YouTubers do have an impact on teen behavior,
which both teens and their parents are ignorant of. This
influence is not a terrible thing; nevertheless, because many
kids desire to be YouTube stars, parents' ignorance might be an
issue. According to the findings, parents should learn more about
their teens' YouTube usage and establish boundaries regarding
what is and is not acceptable.
1.2 Sex
30
SCHOOL
JUNIOR HIGH SCHOOL
TABLE 4
Distribution of the Respondents According to Sex
Sex Frequency Percentage (%)

Male 46 30.7
Female 104 69.3
TOTAL 150 100.0
Table 4 shows the distribution of the respondents according
to sex. As shown, 46 or 30.7% of the respondents are males while
104 or 69.3% of them are females.
The findings of the study implied that majority of the
respondents were female. According to the National Student
Clearinghouse, a nonprofit organization, spring 2021 enrollment
estimates, data show that 59.5% of college students in the United
States were women in spring 2021, while 40.5% were men. (Erudera,
2021).
According to WESTENBERG (2016), YouTube has become a part of
both boys and girls daily lives. YouTubers have an impact on
teenagers' behavior that both teenagers and their parents are
unaware of. This influence is not a bad thing; however, parents'
ignorance can be a problem because many teenagers want to be
YouTubers themselves.
31
SCHOOL
JUNIOR HIGH SCHOOL
1.3 First Quarter Grade in Biology
TABLE 5
Distribution of the Respondents According to their First Quarter
Grade in Biology this School Year 2021-2022
First Quarter Grade

in Biology this Frequency Percent
School Year
81 2 1.3
84 2 1.3
85 1 .7
86 2 1.3
87 1 .7
88 6 4.0
89 7 4.7
90 26 17.3
91 11 7.3
92 17 11.3
93 25 16.7
94 17 11.3
95 18 12.0
96 7 4.7
97 3 2.0
98 4 2.7
99 1 .7
Total 150 100.0
Table 5 shows the distribution of the respondents according
to their First Quarter Grade in Biology during the School Year
2021-2022. As shown, 2 or 1.3% of the respondents gained 81, 2 or
32
SCHOOL
JUNIOR HIGH SCHOOL
1.3% of them obtained 84, 1 or .7% of them gained 85, 2 or 1.3%
of them gained 86, 1 or .7% of them gained 87, 6 or 4.0% of them
obtained 88, 7 or 4.7% of them gained 89 while 26 or 17.3% from
them obtained 90, 11 or 7.3% of them gained 91, 17 or 11.3% of
them gained 92, 25 or 16.7% gained 93, 17 or 11.3% of them gained
94, 18 or 12.0% of them gained 95, 7 or 4.7& of them gained 96, 3
or 2.0% of them gained 97, 4 or 2.7% of them gained 98 and 1
or .7% obtained 99.
During the School Year 2021–2022, the majority of the
respondents received 90-95 of the First Quarter Grade in Biology,
according to the study's findings. Learners tend to receive a
higher mark as a result of the move from face-to-face to blended
learning since they have more time to complete their module and
learning activity sheets.
According to Yousra Chtouki, (2012) In this study we have
found that using YouTube videos encouraged students to look for
similar videos and get a habit of using YouTube as an educational
resource. Researchers are presenting the results of a study done
on the use of YouTube videos to enhance students' learning.
While researchers are confident that YouTube videos play an
important role in motivating and engaging students in the
33
SCHOOL
JUNIOR HIGH SCHOOL
learning process, especially among low-performing students, we
must acknowledge that it is the faculty who are responsible for
searching for and integrating them into the fabric and pedagogy
of a given course on behalf of the students. They will be more
effective if this duty is included in the faculty's planning and
design of their own courses and pedagogical practices
2. Agreement and Disagreement of the Respondents in YouTube
2.1 YouTube
TABLE 6
Agreement and Disagreement of the Respondents in YouTube as a
learning resources for educational purposes.
Statement Weighted Mean Verbal Description

YouTube provides 3.49 Strongly Agree
informative videos
This application is a
good academic resources 3.43 Strongly Agree
This platform is a great
help when studying 3.35 Strongly Agree
biology
YouTube is where you can
watch animated videos 3.43 Strongly Agree
about your lesson
The application helps you
to understand a
lesson/topic through 3.16 Agree
visual and verbal videos
34
SCHOOL
JUNIOR HIGH SCHOOL
This application helps

you to strengthen your 3.29 Strongly Agree
knowledge about Biology
YouTube is where you can
find educational videos
that is easy to 3.42 Strongly Agree
understand yet free and
available anytime
Average Weighted Mean 3.36 Strongly Agree
Table 6 shows the respondents’ Agreement/Disagreement of the
Respondents in YouTube as a learning resources. As shown, item 1
“YouTube provides informative videos”, obtained the highest
weighted mean of 3.49 verbally described as “Strongly Agree”,
while item 5, “The application helps you to understand a
lesson/topic through visual and verbal videos”, obtained the
lowest weighted mean of 3.16 verbally described as “Agree”.
Overall, the respondents’ Agreement/Disagreement of the
Respondents in YouTube as a learning resources obtained an
average weighted mean of 3.36 verbally described as “Strongly
Agree”.
According to John Muir (2021) the ability of students to
learn is an important aspect of education. Today's high-quality
education systems are primarily based on how well students
35
SCHOOL
JUNIOR HIGH SCHOOL
acquire and apply knowledge and information. Academic content and
materials are provided to students in the form of course books,
notes, and papers in a traditional teaching-learning environment.
YouTube videos are well-known for enhancing students' learning
and assisting them in gaining knowledge in an efficient manner.
According to Ting Lu (2018) this study looked into the
relationship between style, concentration, and students'
achievement in terms of visual/verbal learning when learning
conceptual knowledge in the classroom teachers in traditional
face-to-face classrooms observe students' expressions to
determine whether or not they are learning attentively.
Visual/verbal learning styles had no significant effect on
student achievement, which is consistent with Yilmazsoylu and
Akkoyunlu's findings (2009). In addition, Li and Yang (2016)
discovered no relationship between learning styles and
concentration in m-learning.
2.2 BIOLOGY
TABLE 7
Agreement and Disagreement of the Respondents in YouTube as
additional learning resources in Biology
36
SCHOOL
JUNIOR HIGH SCHOOL
Create a playlist of 3.41

videos you are going to Strongly Agree
use for Biology lessons
Access high-quality
educational videos for 3.43 Strongly Agree
free
Play an educational
animated videos to caught 3.47 Strongly Agree
the users attention
Use video infographics as
a compelling way to
introduce a lot of 3.47 Strongly Agree
information in a short
amount of time
Take notes while watching
educational videos to
help you focus and 3.51 Strongly Agree
understand the topic
you’re studying
Share the YouTube videos
and links you watched to
let others explore the 3.25 Strongly Agree
topics you learned about
Biology
Take advantage of
watching educational
videos on YouTube in
order to improve your 3.44 Strongly Agree
memory for studying and
listening.
Table 7 shows the respondents’ Agreement and Disagreement of
the Respondents in YouTube as additional learning resources in
Biology. As shown, item 5 “Take notes while watching educational
videos to help you focus and understand the topic you’re
37
SCHOOL
JUNIOR HIGH SCHOOL
studying”, obtained the highest weighted mean of 3.51 verbally
described as “Strongly Agree”, while item 6, “Share the YouTube
videos and links you watched to let others explore the topics you
learned about Biology”, obtained the lowest weighted mean of 3.25
verbally described as “Strongly Agree”. Overall, the respondents’
Agreement and Disagreement of the Respondents in YouTube as
additional learning resources in Biology obtained an average
weighted mean of 3.42 verbally described as “Strongly Agree”.
According to Abour H., (2014) it is argued that YouTube
videos should be used in the classroom to educate and understand
science subjects. Furthermore, researchers noticed that the
majority of the students polled reported being left to their own
devices in their search for helpful, relevant, and reliable
YouTube videos related to the biology and chemistry ideas in
question in a particular class.
This would improve their prospects of success in the fields
of biology and chemistry. While we are confident that YouTube
videos serve an important role in encouraging and engaging
students in the learning process, particularly among low-
achieving students.
38
SCHOOL
JUNIOR HIGH SCHOOL
According to Bernard B. (2022) The primary goal of taking
notes is to promote active learning and to prepare study
materials for exams. Practicing note taking should assist you in
organizing information into an understandable format that will
aid in your studying process. This guide introduces various note-
taking styles, effective methods for various subjects, ideas for
transforming notes into study materials, and resources for
further developing your personal note-taking approach.
TABLE 8
Summary of the Agreement and Disagreement of the Respondents
SUMMARY Weighted Mean Verbal Description
YouTube 3.36 Strongly Agree
Biology 3.42 Strongly Agree
Table 8 shows the summary of the respondents’ Agreement and
Disagreement on YouTube ability. As shown, “Biology” obtained the
highest weighted mean of 3.42 verbally described as “Strongly
Agree”, while “YouTube” obtained the weighted mean of 3.36
verbally described as “Strongly Agree”. Overall, the respondents’
39
SCHOOL
JUNIOR HIGH SCHOOL
Agreement and Disagreement on YouTube ability obtained an average
weighted mean of 3.39 verbally described as “Strongly Agree”.
3. Satisfaction of the Respondents in Independent Learning.
Table 9
Satisfaction of the Respondents in Independent Learning using
YouTube application.

Educational videos in 3.42 Very Satisfied
YouTube
Unlimited access and
learning on YouTube about 3.29 Very Satisfied
Biology
Benefits you can get from
using YouTube as an
educational tool or 3.42 Very Satisfied
academic resources
Information you can get
from every educational
videos you watched that
helped its users to do 3.31 Very Satisfied
their assignments and
activities
YouTube share information
easy and convenient
through its online 3.32 Very Satisfied
sharing platforms
The quantity of knowledge
that you can get from
YouTube for your Biology 3.26 Very Satisfied
Studies/Lesson
The quality of
educational videos you
watched on YouTube for 3.50 Very Satisfied
self learning/study
40
SCHOOL
JUNIOR HIGH SCHOOL
Average Weighted Mean 3.36 Very Satisfied
Table 9 shows the respondents’ Satisfaction of the
Respondents in Independent Learning using YouTube application. As
shown, item 7 “The quality of educational videos you watched on
YouTube for self learning/study”, obtained the highest weighted
mean of 3.50 verbally described as “Very Satisfied”, while item
6, “The quantity of knowledge that you can get from YouTube for
your Biology Studies/Lesson”, obtained the lowest weighted mean
of 3.26 verbally described as “Very Satisfied”. Overall, the
respondents’ Satisfaction of the Respondents in Independent
Learning using YouTube application obtained an average weighted
mean of 3.36 verbally described as “Very Satisfied”.
According to Alfin Dwi Cahyono, (2021) students may easily
access YouTube on their phones or laptops. They may watch videos
in the classroom or at home at any time, which makes them more
motivated and eager to learn. Students and instructors may easily
find and publish videos on YouTube because it is a free platform.
Teachers from all around the world have formed their own YouTube
channels and routinely publish a variety of educational films
that students find useful. The World Health Organization has
41
SCHOOL
JUNIOR HIGH SCHOOL
classified Covid-19 a worldwide epidemic. It has an impact on all
elements of human existence, including schooling. During the
Covid-19 epidemic, teaching and learning are conducted entirely
online.
Educational videos have grown in importance in higher
education, serving as an important content-delivery tool in many
flipped, blended, and online classes. Instructors can improve the
effectiveness of video as an educational tool by considering
three factors: how to manage the cognitive load of the video, how
to maximize student engagement with the video, and how to promote
active learning from the video. This essay examines the
literature on each of these principles and suggests practical
applications for instructors when using video as an educational
tool.
TABLE 10
Summary of the Satisfaction of the Respondents
SUMMARY Weighted Mean Verbal Description
YouTube Application 3.36 Very Satisfied
Average Weighted Mean 3.36 Very Satisfied
42
SCHOOL
JUNIOR HIGH SCHOOL
Table 10 shows the summary of the respondents’ Satisfaction
of the Respondents of YouTube application. As shown, “YouTube
Application” obtained the highest weighted mean of 3.36 verbally
described as “Very Satisfied”. Overall, the respondents’
Satisfaction of the Respondents of YouTube application obtained
an average weighted mean of 3.36 verbally described as “Very
Satisfied”.
TABLE 11
Correlational Analysis Between the Profile of the Respondents in
terms of their Agreement and Satisfaction on YouTube
Satisfaction Agreement
Agreement
of the of the
PROFILE VARIABLES of the
Respondent Respondent
Respondents
s s
AGE Pearson
Correlation -.066 -.076 -.076
43
SCHOOL
JUNIOR HIGH SCHOOL
Sig. (2-tailed)
.420 .354 .354
N 150 150 150
SEX Pearson
Correlation .091 .102 .102
Sig. (2-tailed)
.267 .214 .214
N 150 150 150
First Quarter Pearson
Grade In Correlation .138 -.023 -.023
Biology
Sig. (2-tailed)
.091 .785 .785
N 150 150 150
*. Correlation is significant at the 0.05 level (2-tailed).
**. Correlation is significant at the 0.01 level (2-tailed).
Table 11 shows the correlational analysis between the
Profile of the Respondents in terms of their Agreement and
Satisfaction on YouTube. As shown, Age, Sex, and First Quarter
Grade in Biology are not correlated to Agreement of the
Respondents and Satisfaction of the Respondents by not having any
Pearson Correlations. This proves that the null hypothesis “There
is no significant relationship between socio demographic profile
of the students and YouTube as Learning Resources” is not
rejected. This implies that the Respondents agreed that YouTube
can be utilize as an additional academic resources in Biology,
and they are satisfied with the help and benefits of YouTube in
terms of Independent Study
44
SCHOOL
JUNIOR HIGH SCHOOL
According to Aaron J, (2019) online video resources are
becoming more popular as a means of efficiently sharing
scientific research ideas and engaging viewers of all levels of
interest or skill. While synthetic biology is a relatively new
science, it has amassed a large number of internet films covering
a wide range of topics and technical complexity. This type of
video material may be used to educate new lab skills, expose
viewers to synthetic biology, and entertain them.
As the discipline of synthetic biology matures, it is
critical for researchers and the general public to be able to
keep up with emerging trends and technologies. While these
playlists are not exhaustive collections of video resources for
teaching or learning synthetic biology, they do represent a good
starting point for capturing a wide range of useful content for
people interested in synthetic biology at any level.
CHAPTER V
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the summary of findings, conclusions
from the organized investigation, and recommendations of the
researcher based on the conclusions.
SUMMARY OF FINDINGS
45
SCHOOL
JUNIOR HIGH SCHOOL
The study identified the socio-demographic profile of the
respondents in terms of age, sex, and first quarter grade in
Biology. The study also identified the satisfaction and agreement
of the student-respondents in terms of utilizing YouTube as an
additional academic resources in Biology.
1.Socio-demographic Profile of the Respondent
1.1 Age
There were 55 or 36.7% of the respondents who are 14 years
old, while 91 or 60.7% of them were 15 years old and 4 or
2.7% of the respondents were 16 years old.
1.2 Sex
Out of 150 respondents, 46 or 30.7% of the respondents were
male, while 104 or 69.3 of them were females.
1.3 First Quarter Grade in Biology
2 or 1.3% of the respondents’ grade is 81, 2 or 1.3% of them
received a grade of 84, 1 or 0.7% of them received 85, 2 or
1.3% of them received 86, 1 or .7% of them received 87, 6 or
4.0% of them received 88, 7 or 4.7% of them received 89,
46
SCHOOL
JUNIOR HIGH SCHOOL
while 26 or 17.3% of the respondents received 90, 11 or 7.3%
of them received 91, 17 or 11.3% of them received 92, 25 or
16.7% received 93, 17 or 11.3% of them received 94, 18 or
12.0% of them received 95, 7 or 4.7& of them received 96, 3
or 2.0% of them received 97, 4 or 2.7% of them received 98
and 1 or .7% obtained 99.
2. Agreement/Disagreement of the Respondents in YouTube
In the Agreement/Disagreement of the respondents on YouTube
as a learning Resources for educational purposes, the average
weighted mean was 3.36 or verbally described as “Strongly Agree”.
3. Satisfaction of the Respondents in YouTube Application
In the Satisfaction of the respondents in Independent
Learning using YouTube Application, the average weighted mean was
3.36 or verbally described as “Very Satisfied”.
4. Agreement/Disagreement of the Respondents in YouTube
In Agreement/Disagreement of the respondents in terms of the
actions that will utilize YouTube as an additional academic
47
SCHOOL
JUNIOR HIGH SCHOOL
resources in Biology, the average weighted mean was 3.42 or
verbally described as “Strongly Agree”.
CONCLUSIONS
The following conclusions were derived from the study's
findings:
1. Majority of the respondents were 14 and 15 years of age,
most of them were female, and mostly have an average grade of
90-95 on their First Quarter Grade in Biology this School Year
2021-2022.
2. In terms of the respondents’ agreement/disagreement in
YouTube as a learning resources for educational purposes, it
was revealed students “Strongly Agree” that YouTube provides
informative videos, and observed students “Agree” that the
application helps you to understand a lesson/topic through
visual and verbal videos. In terms of Agreement and
Disagreement of the Respondents in YouTube as additional
learning resources in Biology the findings showed students
“Strongly Agree” that Take notes while watching educational
videos to help you focus and understand the topic you’re
studying meanwhile Share the YouTube videos and links you
48
SCHOOL
JUNIOR HIGH SCHOOL
watched to let others explore the topics you learned about
Biology also results “Strongly Agree”.
3. In terms of the respondents’ Satisfaction in Independent
Learning using YouTube application, the study shows students
“Very Satisfied” that the quality of educational videos you
watched on YouTube for self learning/study while the quantity
of knowledge that you can get from YouTube for your Biology
Studies/Lesson also results “Very Satisfied”.
4. The socio-demographic profile and First Quarter Grade in
Biology are not correlated to Agreement of the Respondents and
Satisfaction of the Respondents. Thus, the null hypothesis
“There is no significant relationship between socio
demographic profile of the students and YouTube as Learning
Resources” is not rejected.
RECOMMENDATION
Based on the findings and conclusions cited above, the
researchers recommended the following:
1. The Grade 10 SP-ICT Students should be strengthened to know
the Age, Sex And 1st Quarter Grade in Biology. Collaborative
efforts should be made by grade 10 SP-ICT Students.
49
SCHOOL
JUNIOR HIGH SCHOOL
2. The aim of this study was to recognize the help of YouTube
as learning resources in Distance learning modality that be
described in terms of Educational Videos or in Informative
Videos.
3. The Researchers ask the respondents that how may the
learning of the respondents in distance learning modality
that be describe in terms of Independent learning or self
study.
4. The researchers put a question in the respondents that is
there a significant relationship between the socio
demographic of the students or in YouTube as learning
resources in Distance Learning modality.
5. The researchers propose to the respondents of this study
that what action should be taken to efficiently Utilize
YouTube in turn of phrase of Additional learning resources
in biology during Distance Learning Modality.
REFERENCES
Aaron J Dy, Emily R Aurand and Douglas C Friedman (2019) YouTube
resources for synthetic biology education. Nature, 403, 335-338.
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7445784/
50
SCHOOL
JUNIOR HIGH SCHOOL
Abah, E., Felicia, O., Dr. Dike, Worlu, J. (October 2019) IOSR
Journal of Research & Method in Education (IOSR-JRME ) Volume 9,
Issue 5, Ser. I, PP 17-23 https://www.iosrjournals.org/iosr-
jrme/papers/Vol-9%20Issue-5/Series-1/C0905011723.pdf
Abbas, N. F., Qassim, T. A. (October 2020) “Investigating the
Effectiveness of YouTube as a Learning Tool among EFL Students at
Baghdad University.” Arab World English Journal (AWEJ)
https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3676002
Abdullah Almobarraz (December 2017), "Utilization of YouTube as
an information resource to support university courses", The
Electronic Library, Vol. 36 No. 1, pp. 71-81.
https://doi.org/10.1108/EL-04-2016-0087
https://www.researchgate.net/publication/322139144_Utilization_of
_YouTube_as_an_information_resource_to_support_university_courses
Alfin Dwi Cahyono. (2021), Vol 10, No 1 STUDENTS’ PERCEPTION
TOWARD THE USE OF YOUTUBE IN LEARNING VOCABULARY.
http://riset.unisma.ac.id/index.php/LANG/article/view/9658
Bevan, M. (2017). Why videos are important in education. Video
Production Company in Oklahoma | NextThought Studios.
https://www.nextthoughtstudios.com/videoproduction-blog/2017/1/31
/why-videos-are-important-in-education
51
SCHOOL
JUNIOR HIGH SCHOOL
Breslyn, W., & Green, A. E. (2022). Learning science with YouTube
videos and the impacts of COVID-19. Disciplinary and
Interdisciplinary Science Education Research, 4(1).
https://doi.org/10.1186/s43031-022-00051-4
Burns, J. (December 2020)” How YouTube is changing education.”
The Advance Titan. https://advancetitan.com/news/2020/12/09/how-
youtube-is-changing-education
Charles Wedemeyer, (1981). Theory of Independent Study.
http://instructionaldesignhub.blogspot.com/2013/01/on-wedemeyers-
theory-of-independent_17.html
Chintalapati, N., Daruri, V. S. K. (September 2017) “Examining
the use of YouTube as a Learning Resource in higher education:
Scale development and validation of TAM model.” Telematics and
Informatics Volume 34, Issue 6, Pages 853-860
https://doi.org/10.1016/j.tele.2016.08.008
DeWitt, D., Alias, N., Siraj, S., Yaakub, M. Y., Ayob, J., Ishak,
R. (2013) “The potential of Youtube for teaching and learning in
the performing arts.” Procedia - Social and Behavioral Sciences
103 (2013) 1118 – 1126.
https://core.ac.uk/download/pdf/82144539.pdf
52
SCHOOL
JUNIOR HIGH SCHOOL
Dy, A. J., Aurand, E. R., & Friedman, D. C. (2019). YouTube
resources for synthetic biology education. Synthetic Biology,
4(1). https://doi.org/10.1093/synbio/ysz022
Ebied, M. M. A., Kahouf, S. A. A., Rahman, S. A. A. (2015)
“Effectiveness Of Using Youtube In Enhance The Learning Of
Computer In Education Skills In Najran University.” Najran
University http://iijoe.org/v5/IIJOE_29_03_05_2016.pdf
Effect of Subscription Status.” TEM Journal. Volume 9, Issue 4,
Pages 1732‐1739
https://www.temjournal.com/content/94/TEMJournalNovember2020_1732
_1739.pdf.
Eugine Tafadzwa Maziriri, (April 2020) Student perception towards
to use YouTube as an Educational Tool for Learning And Tutorial,
https://www.researchgate.net/publication/340262015_Student_Percep
tions_Towards_the_use_of_YouTube_as_An_Educational_Tool_for_Learn
ing_and_Tutorials
Gbolahan Olasina (September 2017) “A evaluation of educational
values of YouTube videos for academic writings.” The African
Journal of Information System, Volume 9, Issue 4.
https://digitalcommons.kennesaw.edu/cgi/viewcontent.cgi?article
=1476&context=ajis
53
SCHOOL
JUNIOR HIGH SCHOOL
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. https://doi.org/10.29333/iji.2020.1329a
Pattier, D. (June 2021) “Teachers and YouTube: The use of video
as an educational resource” Journal of Theories and Research in
Education Volume 16, No. 1, Pp. 59-77
https://rpd.unibo.it/article/view/11584
Pecay, R. (April 2017) “YouTube Integration in Science Classes:
Understanding Its Roots, Ways, and Selection Criteria.” The
Qualitative Report, Volume 22, Number 4, Pp. 1015-1030.
https://nsuworks.nova.edu/cgi/viewcontent.cgi?
article=2684&context=tqr
Pratama, S. H. H., Arifin, R. A., Widianingsih, A. W. S., (August
2020) International Journal of Global Operations Research Vol. 1,
No. 3, pp. 123-129.
https://www.researchgate.net/publication/348303976_The_Use_of_You
tube_as_a_Learning_Tool_in_Teaching_Listening_Skill
Riaz, S., Iftikhar, M., Yousaf Z., (2019) “Impact of YouTube
Tutorials in Skill Development among University Students of
Lahore.” Pakistan Journal of Distance & Online Learning, Volume
54
SCHOOL
JUNIOR HIGH SCHOOL
5, Issue II, Pp. 125-138
https://files.eric.ed.gov/fulltext/EJ1266671.pdf
Sarah Kohler (May 2021) “Potentials and Limitations of
Educational Videos on YouTube for Science Communication.” Front.
Comm., 20 May 2021 https://doi.org/10.3389/fcomm.2021.581302
Sharma, T., Sharma, S. (2021) “A study of YouTube as an effective
educational tool.” Journal of Contemporary Issues in Business and
Government Vol. 27, No. 1 https://docplayer.net/204183586-A-
study-of-youtube-as-an-effective-educational-tool.html
Yousra Chtouki (June 2012) DOI:10.1109/ITHET.2012.6246045
Conference: Information Technology Based Higher Education and
Training (ITHET)
https://www.researchgate.net/publication/261456253_The_impact_of_
YouTube_videos_on_the_student%27s_learning
55

San Rafael, Zaragoza, Nueva Ecija Junior High School

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

San Rafael, Zaragoza, Nueva Ecija Junior High School

Uploaded by

Copyright:

Available Formats

ZARAGOZA NATIONAL HIGH

San Rafael, Zaragoza, Nueva Ecija

Utilization Of YouTube In Biology As An Additional

A Research Presented to the chosen

In Partial Fulfillment of the

Christine Joy Tagasa

Chapter I: THE PROBLEM AND ITS SETTINGS

Statement of the Problem . . . . . . . . . . . . . . 11

Hypothesis of the Study. . . . . . . . . . . . . . . 12

Significance of the Study. . . . . . . . . . . . . . 12

Scope and Delimitation . . . . . . . . . . . . . . . 13

Chapter II: REVIEW OF RELATED LITERATURE AND STUDIES

Review of Related Literature . . . . . . . . . . . . 17

CHAPTER III: METHODOLOGY

Respondents of the Study . . . . . . . . . . . . . . 21

Administration and Retrieval of the Questionnaire . . . . 25

a. Construction of the Questionnaire

b. Validation of the Instrument

Sample and Sampling Technique . . . . . . . . . . . . . . 27

CHAPTER IV: PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

Weighted mean and interpretation of the Utilization of

YouTube as additional resources of distance learning

Correlational Analysis Between the Profile of the

Respondents in terms of their Agreement and Satisfaction on

CHAPTER V: SUMMARY, CONCLUSION AND RECOMMENDATION

THE PROBLEM AND ITS SETTING

This quote was stated by Susan Wojcicki (YouTube CEO) “Our

hope is to support those who use YouTube to share their knowledge

to learn.” Education is a never-ending process, it is cycle of

knowledge and skill transfer. Knowledge and concepts can be

of comprehending the material.

Afore time there is a discussion of introducing YouTube as a

learning and teaching materials that focus on helping students to

attain the intended learning outcomes. Likewise, the concept of

learning anytime/anywhere becomes apparent as mobiles devices are

more significant to 21st century learners. This learning method

aids in the development and enhancement of the learners' talents,

skills, and competitions. It also gives learners with a practical

and efficient means to comprehend the ideas or concepts that have

been taught. They should be appropriate for the learner's

learning styles or preferences in order to accommodate their

As mentioned by JoElla Suida, (2014) the goal of this study

is to know how useful is YouTube videos in learning biology. The

researchers discovered that the students is always using their

devices, the majority of the students polled reported being left

to their own devices in their research for helpful, relevant and

reliable YouTube videos related to biology and chemistry ideas

in question in particular class. This research presents the

findings and examines the consiquences for students, curriculum,

instructors and academic leaders. It is argued that YouTube

videos should be used to teach and learn biology studies. The

goal of this study is to indicate their frequency of use and

provide their insights, on usefulness of YouTube videos in

studying biology and chemistry concepts.

Based on our findings YouTube has 2 billion active users,

world's largest video sharing network. This demonstrates that

video material appeals to a wider audience and attracts more

be an excellent resource for online learning. It has the

potential to make the learning experience more effective and

enjoyable. When a learning experience is memorable and

successful, the retention and engagement rate of an online

lecture or course increases, boosting the overall effectiveness

of the lecture or course.