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The Evolution of Science Education: You Don’t Know? YouTube It

Author

Listed:
  • Jose M. Barlis Jr.
  • Josefin D. Fajardo III
  • Benjie M. Manila

Abstract

Teachers can increase the retention of their students’ attention and lead them to be engrossed in new, different, and innovative ways using videos. In the present condition wherein, all educational institutions are implementing hybrid learning due to the COVID-19 pandemic, technologies are becoming an inseparable part of students’ life. This study was conducted to determine the effectiveness of YouTube in teaching Science Education. The researchers employed a quasi-experimental research design using 30 first-year students from the Polytechnic University of the Philippines Bataan Branch as respondents. Two groups were used in the study, the control and experimental groups, from the two sections of the same program. The study found that the performance of both groups, and students’ scores increased significantly from the pretest to the posttest. Moreover, the experimental group’s performance increased significantly compared to the traditional group. Thus, both teaching methodologies are effective in teaching science education to students. Teachers may utilize different teaching methodologies to augment the needs of the learners regardless of the situation. The main goal of the teachers is to facilitate learning and to ensure that the learners will be able to grasp all the needed information during their academic period.

Suggested Citation

  • Jose M. Barlis Jr. & Josefin D. Fajardo III & Benjie M. Manila, 2023. "The Evolution of Science Education: You Don’t Know? YouTube It," SAGE Open, , vol. 13(2), pages 21582440231, April.
    • Handle: RePEc:sae:sagope:v:13:y:2023:i:2:p:21582440231168778
    DOI: 10.1177/21582440231168778
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    References listed on IDEAS

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    1. Melissa S. Kearney & Phillip B. Levine, 2019. "Early Childhood Education by Television: Lessons from Sesame Street," American Economic Journal: Applied Economics, American Economic Association, vol. 11(1), pages 318-350, January.
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