YOUTUBE VIDEOS AND STUDENTS’ ACADEMIC ACHIEVEMENT AND RETENTION IN SECONDARY SCHOOL CHEMISTRY CLASS IN ABUJA

Abstract

Digital technology is becoming increasingly integrated into education. YouTube in particular provides an innovative supplement to traditional teaching methods. This study therefore investigates the impact of YouTube videos on students' academic achievement and retention in secondary school chemistry classes in Bwari Area Council, Abuja. It examined how the use of chemistry-related videos influences students' understanding of concepts, academic achievement, and long-term retention. Quasi-experimental research design was adopted for the study. A sample of 120 chemistry students was selected using stratified random sampling to ensure proportional representation across different schools and academic levels. The participants were divided into an experimental group (n = 60) exposed to YouTube-supported chemistry instructions and a control group (n = 60) receiving traditional instruction. The reliability index of the achievement test was calculated using Cronbach's alpha, yielding a coefficient of 0.95, indicating high reliability. The study employed a pre-test/post-test design, with retention tests administered after four weeks. The findings revealed significant differences in academic achievement (t = 7.25, p < 0.001, Cohen's d = 1.2) and retention (t = 6.50, p < 0.001, Cohen's d = 1.1) between the experimental and control groups, favor the experimental group. The study concludes that YouTube-supported chemistry instruction is effective in enhancing students' academic achievement and retention in secondary school chemistry classes. The study recommends that chemistry teachers should leverage on YouTube videos to supplement traditional instruction