ARMY’S ANGELS INTEGRATED SCHOOL INC.

Blk 24 Lots 2 – 5 Salazar St. Central Signal Village, Taguig City

The Effectiveness of Watching Educational Content on YouTube as a Learning

Strategy Towards Subject Mastery of Selected HUMSS Grade 11 Senior High
School Students of Amy’s Angels Integrated School Inc.

GROUP 2

(list down the names of you members)

 CHAPTER 1

THE PROBLEM AND IT'S SETTINGS

INTRODUCTION

Burgess and Green (2009, p.1) state that “YouTube is a video repository, founded in
February 2005 by three former employees of the eCommerce Business PayPal, in which
users could upload, publish, and watch videos by streaming.” (Portugal, Arruda &
Meneghello, 2018). Users can download, view, and share video clips on a wide variety of
content. Such contents include film clips, television shows, music and instructional videos,
blogs or video blogs, as well as amateur videos. YouTube has turned as social media when
the videos are shared and when comments and other forms of interaction occur on the site
(De Witt et al., 2013).

YouTube Videos as Educational Innovations Successful listening takes time and also a
lot of practice. One of the most preventions for students is often mental block, a student
suddenly determined that he does not understand what being sand from conversation or
the information they hear students always try to translate specific words or sentences.

The action wastes their time and the dissatisfaction. Wis et al. (2002) investigated
the effective use of videos, and offered recommendations, directions, and strategies to
achieve the best educational benefits. Berk (2009) focuses on the role of YouTube clips in
teaching a language in college classrooms. He developed 15 strategies for using videos in
learning environments. Stad in (2012) examines the use of YouTube videos in an innovative
method for teaching English language in Morocco, He says that YouTube clips are just a
simple way to make teaching material relevant and defined.
The results of this study will show the effectiveness of using YouTube videos on
student’s achievement and personal reflection on their learning progress.

STATEMENT OF THE PROBLEM

This research study aims to determine the effectiveness of watching educational

content on YouTube as a learning strategy towards subject mastery.

Specifically attempts to answer the following questions:

1. To determine the effectiveness of watching educational content on YouTube towards:
1.1. Learning motivation
1.2. Fun learning
1.3. Learning Strategy
1.3. Subject mastery

2. What are the problems encountered by Grade 11 HUMSS Senior High School students
from watching educational content on YouTube.

SIGNIFICANCE OF THE STUDY

To the students, they may use this study as a guide and a point of reference which will raise
achievement levels and enhance communication skills and academic performance.

To the teachers, they give teachers the ability to set up a "blended" or "flipped" learning
environment. However, instructors who work in conventional can also benefit from using
videos.

To the future researchers, this study will be a helpful resource for researchers who would
plan to make any related study precisely the effectiveness of watching educational content
on YouTube.

SCOPE AND DELIMITATIONS

This research will focus on the effectiveness of watching educational videos on

YouTube on student’s academic performance and learning outcomes of HUMSS 11 in AAIS.
The researcher will utilize an interview questionnaire as the primary tool to gather the
needed data.
HYPOTHESIS

Alternative Hypothesis

There is a significant relationship between watching educational content on YouTube with

the academic performance of the Grade 11 HUMSS students.

Null Hypothesis

There is no significant relationship between watching educational content on YouTube with

the academic performance of the Grade 11 HUMSS students.

CONCEPTUAL FRAMEWORK

The figure above shows the research paradigm of the study. The input consists of
the problem, related literature, and studies. The process is how the result will be
interpreted. It starts with the permission of researchers to conduct the study in the class
section, followed by distribution questionnaires for respondents and performing a one by-
one interview. Next is the review and annotation of the transcript and finally, the
interpretation and the analysis of segments. The output is the result of the
DEFINITION OF TERMS

For better understanding of the study the following words are conceptually and
operationally defined.

YouTube is a video sharing service that allows users to watch videos posted by other users
and upload videos of their own.

Educational Content means any materials, such as lessons, educational units,

curricula, and tests, that are supplied by an educator or the district and uploaded
through that platform or otherwise submitted to the company.

Educational Innovation is the application of significant changes and practices in the

educational context applied to improve the teaching-learning process.

Learning Strategy is an individual’s way of organizing and using a particular set of skills in
order to learn content or accomplish other tasks more effectively and efficiently in school as
well as in non-academic settings (Schumaker & Deshler, 1992)

Learning motivation is something that drives it, move it and engage students in learning
(Endang Sri Astuti, 2010)

Fun Learning is a holistic approach to education with the goal of nurturing the passion for
learning and continuous development throughout life. It is based on Finnish pedagogical
expertise in combination with the best education practices around the world. It drives
motivation, flow, passion and engagement by using fun and innovative ways of learning.
(Geethika Rodrigo, 2018)

Subject mastery - Mastery is from master, who is someone knowledgeable about a subject
it indicates that students will have acquired a thorough, lasting, secure and flexible
comprehension of the subject.
CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter discusses the foreign and local literature and studies related to the
research problem. These give the researchers a wider perspective of the study and at the
same time serve as a basis or guide in the analysis of the data.

YouTube

Sarah Kohler, Tabea Clara Dietrich Frontiers in Communication 6, 581302,

(2020) YouTube has become a complement learning platform which fosters learning on
demand with educational videos. Educational videos are understood as a fruitful strategy to
enhance the user’s knowledge and are applied in schools, as well as in science
communication, e.g., to inform about climate change. This paper discusses two perspectives
which become visible in the current research literature on educational videos on YouTube.
First, studies assume that watching educational videos changes the attitude or behavior of
the recipients. Second, studies question whether educational videos have a higher impact
than other information materials such as texts. We frame both perspectives about theories
from media effect studies and learning concepts from education science and discuss their
conclusions for educational videos on YouTube. We will first focus on students as a target
group for educational videos, but in the further course, we will discuss the results for the
public as targeted group of science communication as well. In the final section we will
summarize which potentials and limitations educational videos have for educational
purposes in science communication.

Educational Content

Froilan M. Silao, Master Teacher I, Bartolome Sangalang (2020) Educational

Contents from YouTube offer manifold learning options for the same task. Some students
learn better through visual components. Others learn better by directly reading the
information that needs to be retained. With YouTube, teachers have the option to provide
multiple approaches of showing a problem’s resolution, so students are able to learn in an
approach that suits their needs.

Educational Innovation

Monserrath Yangari, Esteban Inga Education sciences 11 (9), 487, (2021)

Educational innovation in the evaluation processes within the flipped and blended learning
models, Nowadays, several institutions and universities have employed Flipped and Blended
Learning models in the educational context. Consequently, these models advance correctly
in the classrooms; students become more able to build their knowledge and develop their
skills with technological innovation that could be compared with studies based on
technological achievements and accessible data Tics.
Therefore, this article proposes educational innovation in the evaluation processes
within the FL and BL learning models to ensure active and interactive education. In this
work, a bibliometric analysis of 2000 scientific articles from the Web of Science and Scopus
databases has been carried out, thus making it possible to identify countries and universities
with constant and relevant use of these learning models, as well as a comparison with these
data bases of articles, citations and their global impact. The questions were represented in
perception values with their respective analysis of results and evaluations about these
learning models, technological resources, flexible curriculum, learning before class,
autonomous learning, and future professional competencies, which will help us know the
existing motivation between them.

Learning Strategy

Lorico DS Lapitan Jr, Cristina E Tiangco, Divine Angela G Sumalinog, Noel S

Sabarillo, Joey Mark Diaz Education for Chemical Engineers 35, 116-131, (2021) A blended
learning strategy in the context of teaching and learning of Physical Chemistry 1 and
Analytical Chemistry for Chemical Engineering students were employed. Here, we present
an online strategy that facilitated the transition from traditional face-to-face learning to full
online instruction. This is a five-component blended learning strategy referred to as
Discover, Learn, Practice, Collaborate and Assess (DLPCA). In DLPCA, the asynchronous part
of the teaching was achieved through broadcast of pre-recorded lecture videos on YouTube
to allow students to study and progress with learning at their own pace. The synchronous
part of the teaching was conducted using video conferencing platforms, such as Zoom or
Google Meet. The DLPCA strategy was presented and discussed to the students prior to its
implementation. The analysis of the teaching and learning experience based on three
indicators (i) student’s learning experience, (ii) student’s academic performance and (iii)
instructor observations showed that DLPCA had a positive impact on students and
instructors. The identified challenges were stability of internet connection and instructor’s
familiarity with readily available internet-based teaching tools, such as video conferencing
software. Instructors must also find means to improve their interaction with students and
maintain student interest and engagement during online classes.

Learning Motivation
(hanapan ng RRL and RRL)

Fun Learning
(hanapan ng RRL and RRL)

Subject Mastery
(hanapan ng RRL and RRL)