YouTube Tutorials Videos and Student Achievement in Mathematics: A Case in Bosomtwe Girls’ STEM School
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The increasing integration of digital technologies in education has created new opportunities to enhance Mathematics teaching and learning. Among these technologies, YouTube tutorial videos have become a widely used instructional resource that supports the teaching and learning of abstract mathematical concepts. This study examined how these video resources influenced students’ achievement when blended with traditional classroom instruction. The study employed a quasi-experimental study, grounded in multimedia learning theory. Purposive sampling was used to select grade 10 students at the Bosomtwe STEM Girls’ High School. The students’ performance was assessed using a 10-item circle theorem achievement test, administered as both a pre-test and a post-test. Data were analysed using one-way ANOVA to determine whether there were statistically significant differences in students’ achievement scores among the groups. Where significant differences were found, Tukey’s HSD post-hoc test was conducted to identify the specific groups between which the difference occurred. There were no statistically significant differences among the groups in the pretest, indicating comparable baseline knowledge. However, post-test analysis revealed a statistically significant difference in achievement among the groups, F (2, 87) = 3.865, p = 0.025. Post-hoc analysis using Tukey’s HSD further revealed that the difference was attributable to the blended group, rather than to the YouTube-only instruction or the traditional method-only instruction (p = 0.026; mean difference = 1.1 points). The study concludes that integrating YouTube tutorials findings revealed that the blended method group demonstrated significantly higher achievement than those who were taught through YouTube only and the traditional method only. This study offers valuable implications for Secondary Mathematics teaching, indicating that educators should strategically adopt blended strategies rather than relying solely on either traditional or digital methods. Implications for practice and future research are discussed.
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