PAMANTASAN NG CABUYAO

Senior High School

LIVED EXPERIENCE OF STEM-STUDENTS OF PAMANTASAN

NG CABUYAO AS REGARDS TO THE EFFECTIVITY OF
YOUTUBE AS MEDIUM OF MATHEMATICAL ONLINE
LEARNING AY 2021-2022

A Thesis Presented

to the Faculty of the Senior High School of

Pamantasan ng Cabuyao

In Partial Fulfillment of the Requirements For

Research in Daily Life 1 for

Science, Technology, Engineering and Mathematics (STEM) Strand

by

DOMINADO, SOFIA ELAINE S.

ESTEBAN, NOELLA LOUISE M.

GALANG, MARC JIVIE F.

LANDONG, JEHAN S.

MARIQUIT, MARK ANDREW D.

RAMOS, MAXENE KATE E.

Submitted to:

CHRISTINE JOY TORRENTE, LPT

1st Semester, SY 2020 - 2021

 APPROVAL SHEET

In partial fulfillment of the requirements for the Senior High School (Track and

Strand), this thesis entitled: “LIVED EXPERIENCE OF STEM-STUDENTS OF

PAMANTASAN NG CABUYAO AS REGARDS TO THE EFFECTIVITY OF

YOUTUBE AS MEDIUM OF MATHEMATICAL ONLINE LEARNING AY

2021-2022” prepared and submitted by DOMINADO, SOFIA ELAINE S.,

ESTEBAN NOELLA LOUISE M., GALANG, MARC JIVIE F, LANDONG,

JEHAN S., MARIQUIT, MARK ANDREW D., and RAMOS, MAXENE KATE

E. is hereby recommended for corresponding Oral Examination.

Ms. Christine Joy Torrente

Adviser
 COMMITTEE ON ORAL EXAMINATION

Approved and accepted by the Committee on Oral Examination with a grade

of .

Member Member

Chairperson

Accepted and approved in partial fulfillment of the requirements for the Senior

High School.

DEC. 2021 GINA AURORA M. AGBALOG

Date Principal, Senior High School

MARY GRACE MANILA

Assistant Principal, Senior High School

 ADVISER’S CERTIFICATION

This is to certify that this senior high school thesis entitled: "LIVED

EXPERIENCE OF STEM-STUDENTS OF PAMANTASAN NG CABUYAO AS

REGARDS TO THE EFFECTIVITY OF YOUTUBE AS MEDIUM OF

MATHEMATICAL ONLINE LEARNING AY 2021-2022” prepared and submitted

by DOMINADO, SOFIA ELAINE S., ESTEBAN NOELLA LOUISE M.,

GALANG, MARC JIVIE F, LANDONG, JEHAN S., MARIQUIT, MARK

ANDREW D., and RAMOS, MAXENE KATE E. has been edited by the

undersigned.

MS. CHRISTINE JOY TORRENTE, LPT

Adviser
 LANGUAGE EDITOR CERTIFICATION

This is to certify that this senior high school thesis entitled: "LIVED

EXPERIENCE OF STEM-STUDENTS OF PAMANTASAN NG CABUYAO AS

REGARDS TO THE EFFECTIVITY OF YOUTUBE AS MEDIUM OF

MATHEMATICAL ONLINE LEARNING AY 2021-2022” prepared and submitted

by DOMINADO, SOFIA ELAINE S., ESTEBAN NOELLA LOUISE M.,

GALANG, MARC JIVIE F, LANDONG, JEHAN S., MARIQUIT, MARK

ANDREW D., and RAMOS, MAXENE KATE E. has been statistically reviewed by

the undersigned.

MS. CHRISTINE JOY TORRENTE, LPT

Adviser
 ACKNOWLEDGEMENT

This study would not have been possible without our adviser, Ms.

Christine Joy Torrente. Thank you for your patience, guidance, and support. We have

greatly benefited from your depth of expertise and meticulous proofreading. We are

incredibly grateful that you handled us as your student and continued to have faith in

us through the process of this research.

We would like to express our deepest gratitude to Mr. John Mark Corteza for

the generosity and expertise in improving this study that saved us from many errors.

To Mr. Jayvee Ryan Banal, we thank you for the endless support and for always

being available. Mr. Paulo Edrozo provided insightful remarks and critical advice

that helped to strengthen the study.

We would like to acknowledge the students involved in this study. We thank

our friends and family who guided and served as our moral support. Finally, we

thank Dr. Albert Madrigal of Pamantasan ng Cabuyao for providing us the

opportunity to embark on this project.

 DEDICATION

This work is the result of numerous and difficult sacrifices. It is cheerfully and

proudly dedicated to the people who serve as inspiration by the researchers' efforts.

From parents and guardians to classmates and circle of friends who stepped up to aid

in the midst of difficulties while undertaking this work.

To the faculty and staff of the Pamantasan ng Cabuyao Senior High School

Department. Above all, to our Almighty God, who has showered us with His benefits

in our daily lives, especially for the strength, courage, patience, wisdom, time, and

guidance in carrying out our work.

The Researchers
 ABSTRACT

YouTube videos reality factors with specific purposes in STEM Students'

experience as used in Mathematical Online Learning. Research has shown that the
students utilizing YouTube in their learning are generally more effective and better
impact learners' comprehension in e-learning. This study aims to determine how
utilizing YouTube will assist learners in online mathematical learning. Furthermore,
the online survey was distributed to the selected respondents. Respondents are 10
sample of Grade 12 students in the STEM strand and must respond with no time limit.
The analysis of the responses indicates that YouTube is an effective and convenient
medium for online mathematical education. With this, we conclude that YouTube is a
fundamental need for online mathematical education.

Keywords: YouTube, mathematics, online learning

 TABLE OF CONTENTS

Page

APPROVAL SHEET...........................................................................................................................ii

COMMITTEE ON ORAL EXAMINATION......................................................................................iii

ADVISER’S CERTIFICATION..........................................................................................................iv

LANGUAGE EDITOR CERTIFICATION.........................................................................................v

ACKNOWLEDGEMENT....................................................................................................................vi

DEDICATION.....................................................................................................................................vii

ABSTRACT.........................................................................................................................................viii

TABLE OF CONTENTS.....................................................................................................................ix

LIST OF FIGURES..............................................................................................................................xi

LIST OF TABLES...............................................................................................................................xii

Chapter

1 THE PROBLEM AND ITS BACKGROUND.......................................................1

INTRODUCTION.....................................................................................1

BACKGROUND OF THE STUDY.........................................................2

SIGNIFICANCE OF THE STUDY..........................................................3

THEORETICAL FRAMEWORK............................................................5

CONCEPTUAL FRAMEWORK..............................................................5

STATEMENT OF THE PROBLEM........................................................7

SCOPE AND DELIMITATION...............................................................7

OPERATIONAL DEFINITION...............................................................8

2 REVIEW OF RELATED LITERATURES AND STUDIES.................................10

TABLE OF CONTENTS

Page

Chapter

3 RESEARCH METHODOLOGY............................................................................35
 RESEARCH DESIGN..............................................................................35

RESPONDENTS OF THE STUDY.........................................................35

RESEARCH INSTRUMENT....................................................................36

RESEARCH LOCALE.............................................................................36

DATA GATHERING PROCEDURE.......................................................37

DATA ANALYSIS...................................................................................38

4 PRESENTATIONS OF DATA, ANALYSIS AND

INTERPRETATION...............................................................................................39

5 SUMMARY OF FINDINGS, CONCLUSIONS

AND RECOMMENDATIONS...............................................................................58

SUMMARY OF FINDINGS...................................................................................58

CONCLUSIONS.....................................................................................................61

RECOMMENDATIONS.........................................................................................62

APPENDIX.......................................................................................................................................64

A BIBLIOGRAPHY AND QUESTIONNAIRE.........................................................65

B APPROVAL / REQUEST LETTERS.....................................................................75

D CURRICULUM VITAE.........................................................................................77
 LIST OF FIGURES

FIGURE 1: CONCEPTUAL FRAMEWORK.....................................................................................6

 LIST OF TABLES

TABLE 4.1: CATEGORIES OF RESPONDENTS.............................................................................40

TABLE 4.2: PROBLEM 1...................................................................................................................41

TABLE 4.3: PROBLEM 2...................................................................................................................48

TABLE 4.4: PROBLEM 3...................................................................................................................54

 CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

INTRODUCTION

YouTube is one of the most popular formats that is frequently shared and used

in social media. Other search engines such as Google prefer video or sharing videos

with good titles on YouTube has a great way to improve your search engine.

YouTube mostly creates knowledge and gives multimedia education. According to

Lindstorm (1994), indicates that full-experience learning improves memory and

comprehension. Technology is a huge element of our world where it does not only

improve the advancement of our works in daily life but also our education. More

people than ever own computers since web surfing is a regular habit for both

youngsters and adults. texting, social networking, gaming, and more possibilities. As

of now, we are a technological civilization and have become reliant on it. Therefore,

teaching pupils how to use technology has become a top priority in public schools.

Numerous specialists have demonstrated the efficacy of video-based learning

in instructional activities. Bunus (2010) and Greenhow and Robelia (2009)

established the validity of social media in the process of learning. Through social

media, learners developed higher-order thinking skills such as decision-making and

problem-solving, as well as communication and collaboration abilities (DeWitt et al.,

2013). This information pertains to the subjects covered in the children's classes. As a

result, social media platforms such as Facebook and Twitter can be used in the

classroom. Concentrating on
the influence of YouTube videos and developing strategies for increasing knowledge

through their incorporation into the teaching-learning process increases knowledge

(Gbolahan, 2017). Several researchers' studies may have learned from experience or

looked from the literature review the use of YouTube, the effect of self-disclosure via

YouTube on teacher-student relationships, and the academic performance of YouTube

users. However, it was found out that there has not been a lot of attention have looked

into whether and how YouTube can be used effectively as a medium of mathematical

learning in online classes.

The researchers are evaluating the lived experience of students as regards to

YouTube's efficacy as an instructional medium. This study is significant because it

demonstrates how YouTube videos can benefit the current situation in which online

classes regularly use videos to teach during discussions. The purpose of this study is

to determine the usefulness of YouTube as a medium for senior high school students

at Pamantasan ng Cabuyao S.Y 2021-2022.

BACKGROUND OF THE STUDY

YouTube was originally intended to be a place for anyone to upload any type of

video material. The service was intended to allow users to upload, exchange, and

watch information without restrictions. It has now developed into one of the world's

largest video distribution platforms. According to Kenney

(2011), technology is so prevalent in people's lives; children must learn how to use it

at a young age. Students gain a sense of confidence and mastery in their computer

skills when they begin using digital tools in elementary school. Many children today

have substantial access to technology at home; this access will result in students

feeling comfortable using technology in the classroom as well. When elementary

school teachers embrace and display various forms of technology, they actively

engage their students and establish a vibrant work environment. Various students

struggled with the subject of Mathematics. However, students need to understand

Mathematics due to its pervasiveness in daily life. According to Bulut and Delen

(2011), success rates in math and science. Students who spent a lot of time utilizing

technology were shown to have a better comprehension of science. They also

performed better in math.

Information and communication technology has a positive impact on student

learning and should be used more be incorporated into the classroom curriculum.

Among the educational acts enabled by ICTs is e-learning, which is described as a

pedagogical act that occurs online, via the Internet and technical devices, whether

mobile or stationary, with synchronous or asynchronous connections, and from any

location (Cole et al., 2020). This type of learning is currently getting prominence as a

consequence of Covid-19. Due to its portability in terms of location, time, effort, and

cost, it is the optimal method for training and evaluating students. Students need

advanced critical thinking skills in solving and analyzing mathematical problems,

which are continually emphasized in higher education. The comprehension level

of a
subject is greater than 75% when learners see, hear, and create materials during

instruction, compared to 20% for learners who understand only during preparation

and 40% for those who see and hear alone. Thus, numerous experts have proved that

learning through the use of videos is effective in instructional activities.

SIGNIFICANCE OF THE STUDY

This study will provide new insights on the efficacy of YouTube as a medium

for learning, particularly in Mathematics in online classes. According to Ciecerchla

(2017), a youngster may struggle with math at school for a variety of reasons, ranging

from low motivation induced by math anxiety to a lack of comprehension of how to

apply and perform mathematical operations. YouTube, on the other hand, is an

extremely beneficial educational tool. This enables students to see and comprehend

the material. The following will contribute to the success of this research:

Students. This research will help students to understand the importance of using

YouTube as a math teaching tool. This could contribute to the development of

education in which new generations use video frequently.

Teachers. This study provides a new perspective on the use of YouTube as an

educational material. This facilitates the use of YouTube as an alternative learning

system for online learning.

Future Researchers. The results of this study provide valuable information to

future researchers studying YouTube, math classes, and online courses. The data

collected will support other studies related to our research.

THEORETICAL FRAMEWORK

This study is supported by the theory of student perceptions towards the use of

YouTube as an educational tool for learning and tutorials by Maziriri et al. (2020)

learners who adopt and intentionally utilize YouTube as an educational tool and

tutorial have an effective outcome. Moreover, the relationship between students to

this e-platform is attainment to student learning.

As YouTube is used as an entertaining and learning tool, according to Qiao

(2016) in make YouTube a learning tool. YouTube can be used to deepen the

student's understanding and assist visual learners. Videos are great for explaining a

particular topic that supports the students and provides them with additional concepts

within the topic. A positive advantage to educators to take a video clip and provide it

to their students to enhance their understanding.

CONCEPTUAL FRAMEWORK

The study evolved on the aforementioned on the research variables.

Figure 1 below illustrates the conceptual model of the study.

 Figure 1. Research Paradigm

The flow of activities in this study is depicted in the figure. The first frame

enumerated the independent variables. These can be defined as the demographic

profile of the Pamantasan ng Cabuyao Senior High School students that will be

observed in-terms of: age, sex and year level.

The moderating variable indicates the modifying variable that could affect the

independent variable in terms of: academic status, privilege, and environment.

For the last frame, the researchers included the effects of using YouTube to

the number of hours spent and the teaching style used in YouTube videos regarding

the Mathematical Education.

STATEMENT OF THE PROBLEM

YouTube has demonstrated advantages as a result of its free online service

that provides short video clips on a variety of subjects taught in schools. Teachers

have started using YouTube to search for and study videos related to a certain

concept or area of expertise and then sharing the link with pupils. As the study

reveals, online classrooms have isolated students from face-to- face classes, making it

more difficult for them to approach or comprehend a lesson due to the sudden

adjustments. The researchers aim to investigate the efficacy of using YouTube as a

medium for online learning, particularly in math- related lessons. Specifically, we aim

to discuss the following with observed evidences:

1. How effective YouTube as a medium for mathematical learning in online

classes?

2. What role does YouTube play in helping students understand the content

of this online course?

3. How does YouTube differ from other social media platforms in today's

online classroom?

SCOPE AND DELIMITATION

The scope of this study is to determine the lived experience of students as

regards to the effectivity of YouTube as medium of mathematical online

learning. The primary subjects of this study will consist of the Grade 12 STEM- E

students of Pamantasan ng Cabuyao enrolled in the academic year 2021- 2022. Any

other issue, grade levels, and strands that are not engaged in this study will not be

evaluated.

OPERATIONAL DEFINITION

Researcher - A researcher is a broad term for someone who studies a topic in order

to gain a deeper grasp of the truth.

Senior High School - After Grade 10 (Junior High School), Senior High School is

the last two years of the Philippines' K-12 Basic Education Program, which

encompasses grades 11 and 12. Students in Senior High School can pick from four

different tracks.

Senior High School Students - Using survey papers, senior high school students

will provide the researchers with the answers they seek, as the research project of

these researchers will include many of the personal reasons of the senior high school

students at Pamantasan ng Cabuyao Senior High School.

YouTube - Google owns YouTube, an online video sharing and social networking

platform in the United States.

Social Media Platforms - People use them to share their everyday activities,

opinions, and images, as well as to republish content that has been shared by
shared by others.

Online Class - is a type of education that is offered and administered over the

internet.

Factors influencing students' use of YouTube as a medium for

mathematical learning - The factors are tallied using survey papers distributed by

the researchers to senior high school students in a single file.

Negative effects of factors affecting a student's learning by using

YouTube as a medium in mathematical learning - The negative effects will

be listed on a separate sheet of paper, along with their definitions and personal reasons

of students.

Positive effects of the factors - The beneficial effects of the elements will also

be listed, along with their definitions.

 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter contains a review of related literature and studies which the

researchers have examined to shed light on the topic under study.

Purpose and Significance of YouTube in Learning

Video is now a prevalent type of media on the Internet. As a connection to

video on a wide range of topics become more widely available, the growth of online

video benefits those who teach and learn online. The precise amount of video

currently hosted online is unknown, but the video search website Blinkx

(http:/www.blinkx.com) claims to have indexed 35 million hours of content.

Video is not only widely available, but it is also well-liked by Internet users.

According to American Life, 69% of internet users in the United States watch or

download videos online, and 14% have posted videos (Purcell, 2010). Cisco (2010),

reports that video sites account for more than one-third of the top

50 most visited websites. Internet traffic rankings from Alexa (2010) and Comscore

(2010) acknowledge that YouTube is the most popular video site on the Internet.

YouTube is a well-known and commonly utilized video-sharing website on

the Internet. Every month, more than 4 billion hours of video content are
viewed on YouTube, with an estimated 500 hours of video content being posted every

minute. It has evolved from a platform for amateur films to one that distributes

original content since its inception in 2005. It has also paved the way for the

emergence of a brand-new profession: YouTube content creator, which may be a

lucrative career for some YouTubers all over the world.

YouTube was developed with the intention of allowing anyone to upload any

video content they wanted. Users were expected to be able to upload, distribute, and

watch content without limitation on the site. It has subsequently grown to become one

of the world's most popular video distribution platforms. Many content creators

nowadays make a reasonable profit by selling ad space before or during the creation of

videos that they then submit to the site. A few people can make a living as YouTubers

thanks to programs like YouTube's Partner Program and Google's AdSense. In 2005,

on Valentine's Day, YouTube was launched. Chad Hurley, Steve Chen, and Jawed

Karim, all former Paypal workers, came up with the idea. Like many others in Silicon

Valley, the platform began as an angel-funded startup with improvised offices in a

garage.

Although YouTube was created to be a video-sharing service for the common

user, the educational application’s potential has not gone overlooked. Hundreds of

colleges and universities have sprouted up over time. YouTube’s presence by creating

their video-sharing websites known as YouTube channels. YouTube has announced

the launch of YouTube EDU (http://www.youtube.com/edu), which is a learning

platform. A structured

collection of YouTube channels created by college and university partners. At

the end of its first year, YouTube EDU grew to include over 300 colleges and

universities, as well as over Greenberg (2010) reported that 65,000 videos of lectures,

news, and campus life were easily access for public.

The potency of YouTube for online education has been previously been

investigated (Snelson, 2009). One of the obvious advantages of using YouTube in

online education is that it provides online access to a large number of resources. A

large amount of free public video on a wide range of topics. It is simple to link to or

integrate YouTube videos that can be embedded in online course material or

discussion boards. A student from one nation can have access to education from

another by using YouTube. Therefore, the study on YouTube has gained tremendous

importance.

Students do not have to go out or spend large sums to learn chapter

organizations. So, students can save time and money. If a student does not understand

a concept, they have the option to watch it again. Teachers can provide a good quality

education that many students traditionally cannot afford. There are no requirements for

any classroom, bench, or other school materials to learn anything. All you need is a

stable and reliable internet connection and smartphone. Visuals are better in

children’s minds; this makes education on YouTube more effective than any other

development. Children pay more attention to videos than traditional teaching

environments. It makes studying fun and straightforward. Students may easily search

YouTube by entering the required title for any types of information or clarification on

a topic, and several videos with comparable material will show on the screen. With

the observed
use of video views on YouTube, the whole world becomes a classroom where their

people are teachers and others are students.

Everyone may access the YouTube virtual classroom 24 hours a day, seven

days a week. Because of the rise, it says, almost all phones have the YouTube app

pre-installed. With the help of YouTube, teachers strive to provide quality instruction

to students. Some of them have also uploaded videos of their lectures to clarify their

students ’doubts online. Students may be sent to YouTube as part of a curriculum-

based list to find stuff that interests and concerns them.

An article created by Angel Abad (2021) included the statement that

Philippines is presents a wide range and chances of opportunities in YouTube.

Especially now that online class has been declared, teachers already have a following

procedures to initiate with their co-teachers and their students. The only thing to do in

to start this is to try and get started. The success of YouTube in the Philippines

developed as they held a one-day online training event to equip teachers and learning

creators with knowledge and skills to successfully and effectively use YouTube. The

event was called “Creator Day: Education” where it was not just created for education

but also as an opportunity for their livelihood YouTube channels and grow while

being monetized. Peter Esperanza, also known as Numberbender, began his YouTube

channel by posting math lectures for his high school students in California, but he

later shifted to delivering Filipino-language lectures. He teaches algebra, precalculus,

AP statistics, and AP calculus using live streaming, online teacher

workshops, and hour-long videos. Google has a slew of products and features to help

an educator get started, including Google Trends, which analyzes how many Google

searches are done for a specific term over time "The more consistent the popularity,

the more likely the audience exists for your content," Joy said.

YouTube Search, which can gauge how much competition exists for the topic

in question; and Google Keyword Planner, which allows an end-user to search for

keywords and see how many people are searching for them. Teachers and aspiring

educators should make certain that their content is well received. They should pick a

channel topic and create material that already has an audience. Understanding your

target audience is essential for developing future programs. What this means for you

as a creator is that the greatest approach to maximize the algorithm's potential is to

truly understand your audience. As we all acclimatize to the new world of digital

learning, teachers are also learners. In the words of Team Lyqa's Lyqa Maravilla, "the

success of a channel is dependent on many factors, but none is more vital than being

grounded in one's purpose: to teach people." "If you aren't grounded in your objective,

you might be easily persuaded by the viewer and subscription counts." When we look

at the numbers for what constitutes success in content creation, we are always focused

on subscriptions, views, and income, but as educators, we need to return to our

original purpose: teaching people. "If we keep in mind that we're doing this to teach at

least one person, it will drive us to keep working even if the views aren't there," she

said. The passion for

studying and teaching is at the heart of YouTube Philippines content development for

education.

Aloraini (2012) stated that since the world entered the second decade of the

20th century, the spread of video technologies in education is anticipated to accelerate

thanks to the event of portable devices and the explosion of the Internet and movable

users. In the modern world, education faces challenges all told aspects of social,

economic, and cultural life, the foremost significant of which are over-population,

over-knowledge, the event of educational philosophy, and therefore the change in

every role especially in the teacher’s, the spread of illiteracy, a scarcity of staff, and

technological development and mass media. It highly helps the teacher in addition

because the students since technology have advanced wherein one point it can almost

do an individual's work. Using various presentations, like video clips in conjunction

with maps or other presentations, helps bring the data closer to reality. The addition of

music clarifies the concept and draws the learners' attention as several studies are

conducted to demonstrate that multimedia improves student learning.

One of these studies is predicated on Benguet State University that focused on

the effectiveness of video presentation to students' learning per Gia Mendoza (2015),

the usage of video is merely getting started in an exceedingly meeting the

requirements of today's and tomorrow's learners. Using films within the classroom

isn't a replacement concept. A student poll was utilized to live the impact of video

lectures, and it absolutely was argued that videos are successful when want to enhance

information literacy. Video-based tools boost

students' creativity and teamwork. Access to a video can help students be motivated

and make a novel environment for his or her learning experience. To assess the

students’ learning by the effectiveness of video presentations, the researchers

prepared questionnaires that were distributed to 224 Benguet State University

students. In line with the findings, there's no significant difference in students'

assessments of the usefulness of video presentations for student learning when

grouped by sex. Furthermore, when students' evaluations of the effectiveness of video

presentations were categorized in keeping with their academic level, the results

revealed a considerable difference. Edutopia (2005) confirmed that technology is now

widespread in schools, offices, and homes, because it enhances learning and aids in

developing knowledge. the combination uses technology to boost, reiterate, present,

and measure how pupils grasp the syllabus or program. Furthermore, this benefits

both teaching and learning.

In a broader context, demography is a method for investigating the nature and

impacts of statistical elements in the organic and social setting. Researchers from the

University of the Philippines focus not only on how YouTube could help through

mathematical learning but also on how it affects their experience as a Youth. As stated

by Maria Ferraris (2014), her study aims to figure out how the Youth of Filipino users

of YouTube create their own experiences on YouTube. By using an integration of the

Narrative theory and the Hypertext theory, Maria traces the process taken on by users

as they forge their paths on the site as co-authors. According to Oshinaike and

Adekunnmisi
multimedia is now permeating the educational environment as a tool for educating

solid and learning. Data correspondence should be achievable increasingly

successfully with media, and it tends to be a compelling instructional vehicle for

imparting data. Current thinking suggests that making the advancements in math

instruction that reformers demand will necessitate educators' significant amount of

learning. Examining the cases revealed essential activities associated with instructing

and employing writings that created learning opportunities. These exercises included

examining understudies and scientific tasks and deciding how to proceed, implying

that resources that connect with instructors in these procedures are well on their way

to encouraging educator learning.

Importance of Instructional Videos

Digital videos have an evident impact on our everyday culture. Online video

sharing services like YouTube, Vimeo, and Metacafe have millions of monthly

visitors. With the popularity of digital videos growing, it seems only natural that this

well-known and widely used medium should be extended into the educational

system.

According to Boatman (2019), developmental courses that integrate

technology toa llow students to go at their own pace may harm students in the long

term. students in the hybrid technology classes were more likely to pass the

developmental math course and to complete it in 0.5 fewer terms. Despite this, they

were 5.4 percentage points less likely to pass their first college-level
math course and five percentage points less likely to continue their education from

their second to the third year. As a result, while technology-based instruction may

have aided these students in passing developmental courses faster, it did not aid them

in progressing to college-level courses (Boatman, 2019).

Today's students use educational films to learn everything from basic skills,

such as changing a tire, to the next dance fad. Surprisingly, millennials account for 92

percent of all digital video viewers. Thanks to the advent of good educational video

platforms for online learning, abstract concepts that were once difficult to teach and

learn are now more accessible and intelligible. Short video segments have been

shown in tests to improve processing and memory recall. Videos appeal to a wide

audience because of its visual and auditory qualities, which allow each viewer to

assimilate information in their own unique way. In a nutshell, videos are effective

educators.

Students, teachers, their linked institutions, and the entire educational system

all gain from the usage of videos in teaching and learning. According to a 2015 study

by software vendor Kaltura, 93 percent of teachers agree that using educational films

enhances the learning process. They also help to break through previously intractable

boundaries, such as student and university location.

When presenting pupils to new knowledge, concepts, and abilities, teachers

strive to demonstrate rather than tell. "Rather than trying to simplify

material, amplifying the curriculum means finding as many ways as possible to make

crucial knowledge comprehensible," says education expert Pauline Gibbons. New

teachers frequently struggle to expand their curriculum. Students can use video

snippets to help them obtain a better understanding of the material. It's critical to be

conscious of how frequently and how much we use video, as well as to have a clear

reason for using that film, documentary, or news clip.

As a result, educational institutions must address increased demand for high-

quality learning videos, online course offerings, and campus accessibility. Many

people prefer to make their own instructive video learning resources. While this idea

may seem frightening, if you hire a full-service video production business that can

personalize your movies to your institution's specific needs, it can be a pleasant and

pleasurable experience.

Berk, R. A. (2009) identifies that using films in the classroom is not new. They

can be traced back to prehistoric times when cave teachers utilized 16mm projectors

to show cave students samples of insurance firm marketing commercials in business

classes. Video-based tools boost students' creativity and teamwork. Access to a video

can help students be motivated and create a unique environment for their learning

experience. Based on an actual event, video usage in the classroom has enabled

Broadmeadows students and teachers to assist in broadcasting school announcements,

use pre-recorded classes to compensate for teacher shortages, and use Internet-based

digital video to boost self-directed learning. Combining video and text makes sense
because the video was thought to be helpful for more than just depicting dynamic

processes. A video is a learning tool that, when used correctly, has numerous benefits.

It is also a collaborative medium and a universally appealing language in its own

right.

Students from Cebu Technological University City once studied the

effectiveness of YouTube as a medium for mathematical learning. The researchers

facilitated the learning of mathematics through the use of instructional media. Based

on their study, The use of media to aid teaching and learning supplements traditional

methods of learning. Viable mentoring creates a link between understudies' knowledge

and mathematical learning objectives. It engages students, aids with knowledge

retention, and inspires them through the use of media. The purpose of this study was

to determine the extent to which instructional media were used and the academic

achievement of Grade

3 students in mathematics in a public elementary school in Cebu City, Philippines.

Today, innovation has influenced almost every aspect of life, including education.

Training has undergone considerable changes as a result of innovation. It has

dramatically expanded access to education. Innovation has also increased the number

of avenues for communication and collaboration. It has also begun to alter the roles of

teachers and pupils. For example, in a traditional study hall, we regard the educator as

the primary source of information, and the pupils latently absorb it.

The educator fills in because the sage on stage has been in training for a long

time and is still mostly in proof now. With enough sources from their
survey, they were able to identify the effectiveness of using YouTube with their

collected data. Today, practically every element of life, including education, has been

touched by innovation. Training has undergone considerable changes as a result of

innovation. It has significantly improved educational access. As a result of

innovation, the number of communication and cooperation channels has risen. It has

also begun to alter the roles of both teachers and pupils. For example, in a typical

study hall, the educator is seen as the primary source of information that students

latently absorb. The instructor fills in because the sage on stage has been in training

for a long time and is still mostly proof.

According to, De Guzman (2013), In current digital age, the usage of social

media has become active and infectious among digital natives and immigrants. This

has become more prevalent and appealing as a result of technical advancements in

ICT gadgets that allow everyone to engage and obtain access to social media

platforms all around the world. Because of ethical difficulties that influence students'

moral decisions and academic performance, this accessibility may be a blessing or a

curse. The goal of this study was to investigate and analyze students' use of social

media and how it relates to their academic performance and technological ethics

decisions. It sought to answer specific questions about college students' profiles, use

of social media (computer and internet, smartphones, social networking sites, and

multitasking), the relationship of using social media to academic performance and

technology ethics decisions, and the relationship of students' profiles to academic

performance and technology ethics decisions.

Mathematics from the Perspective of Students

Mathematics is a one-of-a-kind subject that is an essential part of the school

curriculum. It is a tool for the advancement of all other sciences. Explicitly or

implicitly, we are utilizing Mathematics in all aspects of life. However, the vast

majority of students worldwide despise Mathematics. This is because, whereas pre-

school arithmetic focuses on practical problem solving, finding patterns, recognizing

forms in your environment, and learning to count, secondary and high school math

training shifts to a more abstract approach. It typically emphasizes on rote learning

and solving equations in books – think math and times tables – which may put the

youth off and cause them to believe that they are incapable of learning math abilities

that is unimportant in everyday life. According to Scarpello (2007), 75% of

Americans stop the study of Mathematics and stay away from many courses.

Scarpello identifies Mathematics anxiety as a major cause of this.

Numerous factors influence learning, which can be cognitive or affective in

nature. This study focuses on the affective side. Hart (1989) defined attitude toward

mathematics as a collection of positive and negative emotions related to mathematics,

as well as individual beliefs about mathematics and their behavior related to

mathematics. Many pupils express their dissatisfaction with math. They may not see

why they should learn algebra, geometry, or calculus in school. They may also ask

why they need to be able to perform basic arithmetic operations such as addition,

subtraction, multiplication, and division by hand when the solutions can be found

rapidly using a calculator or computer.

 We are surrounded by numbers, and being able to work with them quickly and

efficiently is a valuable life skill. Fast arithmetic skills are useful in a variety of fields,

including carpentry, retail, rocket science, and keeping trains on time. Math, on the

other hand, is much more than arithmetic. Identifying the problem, choosing an

appropriate strategy to solve it (there may be more than one), and following the

correct order of operations are all important parts of solving multi-step word

problems. Getting the real math correct - the part that a calculator can't perform - is a

lot easier. One reason why children are expected to exhibit their work when doing

homework or answering questions on a math test is because of this. Teachers may

offer more credit for good work than the correct response in some instances. That's

because "math thinking" may be seen in long-form, handwritten work, which

educators can see.

This technique, on the other hand, may penalize the exceptionally intelligent

youngster who intuitively leaps to the correct solution but does not analyze how they

arrived there, or the child who has difficulty writing by hand. Recognizing the needs

and strengths of individual pupils is at the heart of good teaching.

Mathematics is a subject that elicits a wide range of negative emotions. One

of the most difficult challenges for a mathematics teacher is instilling in students’

positive attitude toward learning mathematics. Therefore, teachers must be aware of

their students’ affective beliefs and interactions between those learning mathematics

in order to employ more effective strategies in teaching and improving students’

mathematical learning by reducing their

negative beliefs.

Based on students' thesis from Central Luzon State University, their study

used an experimental approach to watch two comparison groups of learners. The

Control Group and Experimental Group were two homogeneous senior high school

groups. Lessons were taught within the experimental group by watching YouTube

videos, while the control group was taught using the standard approach. Pre-test

results show that the control group encompasses a mean of 19.54 (Sd=6.171), while

the experimental group features a slightly higher mean of 18.45 (Sd=6.577). The

experimental group of scholars achieves a mean score of 42.17 (Sd=4.751), while the

control group features a mean score of 36.20 (Sd=10.105). The results showed that

the post-test immeasurable the experimental groups taught with video lessons were

much on top of those of the standard groups. The researcher obtained videos from

YouTube and disseminated them to the experimental group's smartphones via

Bluetooth or Share It. Cellphones are the foremost feasible technology to utilize at

school because practically all pupils own one.

Based on the research of an educator at the Department of Education in the

city of Malolos, Bulacan, Philippines. One of the benefits of online learning is its

accessibility. Respondent A indicated that Eliademy is an open-source platform that

academicians and industrialists might use as a teaching-learning platform. As we have

seen in our seminars, Eliademy as a medium of instruction offers the following

benefits: It reduces the need for human presence in the classroom. In other words, a

facilitator could talk and train his student

without having to attend classes on a regular basis. Because of its user- friendliness,

this platform was easily accessible. Meanwhile, according to Respondent B, I wasn't

initially enthralled. Though it was a new platform to me, it was no different from any

other learning platform. Simple to use.

The ability of people to use products/services, but not the level to which they

can achieve goals, is characterized as accessibility (usability). Designers should

develop output that meets the needs of all possible users, whether they are impaired

(e.g., colorblind users) or face situational barriers (e.g., being forced to multitask).

While accessibility is not the same as usability, it has a significant impact on user

experience and should always be addressed as part of a great user experience. Time

management could be handled properly because more tasks could be completed. It

saves time. Because Eliademy is a platform that does not require personal attendance,

the learner can attend to other vital things, whether personal or professional in nature.

It's all too easy to dismiss online learning. On the other hand, based on my

experience, this platform has the following drawbacks:

Strong Internet connection is required. It necessitates a robust internet

connection. Unfortunately, not all sections of the country have access to a high- speed

internet connection. Time is running out. Learners and instructors should be punctual

because there are deadlines after which you cannot submit the required documentation

if the system closes. According to Crisologo, the videos relieve students of the

obligation to attend synchronous classes; the videos serve as an alternative or

supplement to textbooks and learning guides; and

 students who prefer learning visually or by having a teacher explain the lesson

have reported that the videos have been extremely beneficial to them. In terms of the

benefits that students receive from his instructional films, Crisologo stated that

students can engage with the course at a time that is convenient for them. He also

believes that using the Filipino language in teaching has value, and while he needs to

switch from Filipino to English multiple times in his videos, his usage of Filipino on

occasion makes the teachings more accessible. Crisologo regards his instructional

films as an investment because he was able to update all of his slides and learning

materials as a result of them. He can easily transport the slides he created for his films

to the classroom once we return to face-to-face study.

Not only do we need a robust Math Program for the country, but we also need

it on paper. Unfortunately, our country does not share our Asian neighbors' Math

worldview. As a result, even with a changed curriculum under the K+12 Program, we

cannot expect to rapidly leapfrog our East Asian counterparts. Becoming one of the

best in Math requires more than just lofty goals. It will take a strong national will and

actionable strategies, backed up by funding and educational opportunities not only for

individuals with the so-called natural gift in Math, but for everyone in the system.

Before pupils may join higher education, they must first complete basic math abilities

in elementary school. Schools must never engage in mass advertising in order to

avoid the tough job of educating. If a student does not deserve to pass Math or any of

his other subjects, he must be provided remedial exercises or be required to

retake the subject. Mathematical skill deficiencies can only be remedied by effective

follow-up instruction, not by denying the existence of the problem. To allow a pupil

to pursue higher level Math without thoroughly completing the lower-level topics is a

disservice to both the student and the nation.

When asked if he would advise other Pisay teachers to use recordings of taped

classes, Crisologo replied, "It depends." Committing to videotaping videos for a

whole school years’ worth of classes is a lot to ask of a teacher. The software tools

have a learning curve. I spent a lot of time experimenting with numerous tools before

settling on one that I was comfortable with. “It should be noted that this is not a silver

bullet that will instantly enhance student involvement." Students who refuse to

participate in their courses will continue to do so even if video lessons are supplied.

Student submissions continue to be my primary focus, and follow-ups consume the

majority of my time. "However, I believe the films assist those pupils who wish to

participate," Crisologo stated.

Factors Influencing Online Learning in Relation to Learning Outcome

A large number of studies have been conducted to determine whether

computer-mediated education in the form of e-learning, blended learning, or hybrid

learning is superior to traditional face-to-face teaching in terms of learning outcomes

and student satisfaction. Online learning is frequently contrasted with face-to-face

learning (e.g., Ryan et al., 2016). Its most notable aspect is the removal of the actual

classroom, which has been replaced by

the use of web-based technologies that allow for out-of-class learning that is

independent of time, place, and schedule. According to Ryan et al. (2016), “in the

context of higher education, the phrase online learning is frequently regarded as

referring to courses that are given totally online;” Typically, an online learning

environment is launched. Moodle, for example, is a learning management system

(LMS) or virtual learning environment (VLE) as well as Blackboard (Pellas and

Kazanidis, 2015).

Many studies compare the influence of face-to-face and online learning on

students’ learning outcomes. Bernard et al., (2014), conducted a meta-study of

blended learning in higher education. Students enrolled in blended programs performed

marginally better than students enrolled in standard programs. Similar findings have

been made by other studies, such as Israel (2015), Northey et al. (2015), Southard,

Meddaug and Harris (2015), González-Gómez et al. (2016) and Ryan et al. (2016).

Considering unanimous agreement that the blended learning format leads to

higher levels of learning accomplishment among students. Other research, conversely,

have revealed the direct opposite. Adams et al. (2015) conducted comparative

research and discovered that university students enrolled in a blended learning course

in Microbiology performed worse than their colleagues who took identical course in a

face-to-face format. There is less interaction. Potential consequences include

dissatisfaction with the material or a sense of isolation as a result of reduces class

attendance and the reason for hybrid students’ poor performance. Power et al. (2016),

mentions
similar findings of students’ performance in hybrid and traditional portions of an

introductory psychology course where students in the hybrid class saw a significant

drop in exam grades over the semester section.

Some research underlines the extent to which the lack of face-to-face

environment in asynchronous online learning teaching diminishes the chance of

students and instructors’ interaction. (Saghafi et al., 2014) despite the continued

relevance of face-to-face connection in students’ learning experience.

According to Saghafi and Crowther (2014), the online learning environment

will not, however, replace traditional classroom learning and activities that take place

in face-to-face settings. Rather, the research demonstrates that both face-to-face and

web-based learning environments have their advantages – but also limitations. As a

result, the researchers argue that if a holistic model for blended learning is used both

environments work in complimentary ways for students.

YouTube is known as a free site that does not restrict users from posting

videos. With this, some videos contain both violent and graphic material that can

affect a student’s learning. Some YouTube videos are not appropriate for all children,

particularly teens. Children can view these items even if they have not been warned.

However, by enforcing parental block, parents can protect their children from such

content. Not every video on YouTube is from credible sources. Some videos are

uploaded just for the sake of business. And all the

popular videos don't necessarily contain the right information. As a result, students

must spend some time investigating on films that include accurate information about

the subject. YouTube education completely relies upon an internet connection. There

is no means of accessing the YouTube study contents if there is no access to the web.

Moreover, using videos for a prolonged time may cost a significant amount of cellular

data. Not all students will be able to afford this much data. Since YouTube is a free

platform, the only option for the users to make money is by showing ads. While

browsing YouTube, students may come across a variety of adverts that are

unappealing to many. Even some advertisements are extremely lengthy that doesn't

come with a skip option and not all the advertisements shown are relevant to the

content posted.

Another factor affecting the students’ learning outcome is course design.

Course design has an impact on student satisfaction (Lee, 2014) and perceived

learning (Gray & Diloreto, 2016), and many factors can contribute to positive

outcomes in the area. The proposal that diversity in online teaching and learning

activities is crucial that may make an overall impact (Cheng & Chau, 2016; Fedynich

et al., 2015), but when research is to provide a solution, the activities and suggestions

for specific course design might be extensive.

Several studies have found that a strong instructor presence, as well as high-

quality course content, are critical components of courses that successfully enable

online student engagement and learning. Establishing instructor presence in online

courses can be accomplished in a variety of

methods, including the educator models regular communication with students,

continuous feedback, and critical discourse (Gray & Diloreto, 2016). Study indicates

that online learning communities can aid in the creation of a sense of belonging to

fellow students and can contribute to the development of trust in other students as a

tool for constructing knowledge and expansion of learning (Cho & Tobias, 2016).

Educators have a number of obstacles when it comes to facilitating teaching

and learning in an online context. Many students struggle to apply what they’ve

learned in face-to-face classes to an online setting (Mills, 2015). According to

Fletcher and Bullock (2015), teacher educators are particularly challenged in this

regard because asynchronous online environments may impede the fostering of

positive relationships between the educator and her students, a relationship that most

educators consider to be central to meaningful teaching and learning. The findings in

the research suggest that, ideally, professional teaching programs should not be solely

reliant on asynchronous instruction, but should be supplemented by synchronous

online class sessions as well as face-to-face engagement.

SYNTHESIS

Chareen Snelson (2016) conducted a review that analyzes the creation of YouTube

that prompted an increase in online video consumption and production that expanded

into education and scholarship. The body of

YouTube-related research discussed in this article demonstrates scholarly interest in

the topic of online video sharing and YouTube-specific online video content. Similar

to Snelson’s review, Mcfadden (2021) discussed the purpose of YouTube and its

origin.

Angel Abad (2021) discussed that Philippines is presents a wide range and

chances of opportunities in YouTube. Especially now that online class has been

declared, teachers already have a following procedures to initiate with their co-

teachers and their students. The only thing to do in to start this is to try and get

started. The success of YouTube in the Philippines developed as they held a one-day

online training event to equip teachers and learning creators with knowledge and

skills to successfully and effectively use YouTube.

Abdul Gafoor and Abidha Kurukkan (2015) addressed the students’

difficulties in Mathematics and the affective factors that influences the learning of

Mathematics perceived by the learners. According to the study of Nortvig et al.

(2016), the teaching and learning are complex and are influenced by more than just

the teaching format. These factors are said to be the comparison on online, blended

and face-to-face formats, spaces, learning community and student identity, and course

design.

Aries Oliveros (2021) claimed that according to Crisologo, the videos relieve students

of the obligation to attend synchronous classes; the videos serve as an alternative or

supplement to textbooks and learning guides; and students who prefer learning

visually or by having a teacher explain the lesson have

reported that the videos have been extremely beneficial to them.

Aloraini (2012) stated that since the world entered the second decade of the

20th century, the spread of video technologies in education is anticipated to accelerate

thanks to the event of portable devices and the explosion of the Internet and movable

users. In the modern world, education faces challenges all told aspects of social,

economic, and cultural life, the foremost significant of which are over-population,

over-knowledge, the event of educational philosophy, and therefore the change in

every role especially in the teachers.

Based on students' thesis from Central Luzon State University, their study

used an experimental approach to watch two comparison groups of learners. The

Control Group and Experimental Group were two homogeneous senior high school

groups. Lessons were taught within the experimental group by watching YouTube

videos, while the control group was taught using the standard approach.

In the article established by Liwanag and Ramirez (2019), that YouTube has

been the most visited site by millennials. YouTube become a valuable teaching

source for educators in online, distance, and blended learning even in regular face-to-

face classes.

The effectiveness of YouTube videos stimulates a positive attitude of the

students. Additionally, learners find YouTube videos enjoyable, fun, and interesting

to learn from. The effectiveness of YouTube as a student’s educational tool improves

their comprehension when it comes to complicated

 Based on the research of an educator at the Department of Education in the

city of Malolos, Bulacan, Philippines. One of the benefits of online learning is its

accessibility. Respondent A indicated that Eliademy is an open- source platform that

academicians and industrialists might use as a teaching- learning platform.

Students from Cebu Technological University City once studied the

effectiveness of YouTube as a medium for mathematical learning. The researchers

facilitated the learning of mathematics through the use of instructional media.

All of the citations are relevant to the current study paper because they all deal

with the review of YouTube's efficacy as a visual learning aid, particularly in

mathematical learning. They could be a little different because they deal with

different subjects or disciplines. The current study is comparable to the work of Baer,

J. D. Vargas & Co. (2021) in the sense that their research focuses on the effectiveness

of employing video classes and how it has aided teachers and students.
 CHAPTER III

RESEARCH METHODOLOGY

This chapter discusses the numerous methods for data collection and analysis

that are pertinent to the research. The methodologies will include the areas such as

research design, respondents of the study, research instrument, research locale, data

gathering procedure, and data analysis.

RESEARCH DESIGN

This is a qualitative study in which pertinent data were gathered using a

phenomenological technique. The phenomenological approach is concerned with

comprehending and interpreting the meaning that individuals attribute to their daily

lives. Marshall and Rossman (1995) explain how the qualitative technique is ideally

suited for revealing the unexpected and exploring new possibilities. The qualitative

technique is appropriate for this study since the data gathered and analyzed center on

participants' subjective experiences with the disclosure procedure and their

interpretations of those experiences.

RESPONDENTS OF THE STUDY

The focus of the study is to examine the lived experience of students as

regards to the effectivity of YouTube as a medium of mathematical learning during

online classes at Pamantasan ng Cabuyao Senior High School. The chosen

respondents are 10 sample in selected Grade 12 students from Pamantasan ng

Cabuyao who had prior familiarity with the application

YouTube.

RESEARCH INSTRUMENT

The primary data collection tool that is used in gathering data is research-

made-questionnaire to examine the knowledge and perception of the students on the

efficacy of YouTube as a medium for mathematical learning during online classes in

Pamantasan ng Cabuyao. The content of the questionnaire is divided into two parts.

The first part of the survey tool consists of items that collects the profile of the

respondent, such as name and section. The second part of the questionnaire consist

the questions in regards to Statement of the Problem of this study. This tool supported

and influenced the outcome of the research.

RESEARCH LOCALE

This study is conducted in Pamantasan ng Cabuyao located at Katapatan

Homes Subdivision, Brgy. Banay-Banay. It was founded in year 2003 under the

administration of Municipal Mayor Proceso D. Aguillo. In the same year, the

university started its operation – offering courses in midwifery, nursing, teacher

education, business administration, and information technology. Under the new

leadership of Mayor Rommel A. Gecolea, educational and institutional reforms were

exerted to level up academic standards of the university. Pamantasan ng Cabuyao has

a Senior High School department with the strand Science, Technology, Engineering

and
Mathematics (STEM). The place is selected because it will provide the needed

information on the effectiveness of YouTube in mathematical learning during online

classes. The chosen respondents are Grade 12 in the strand Science, Technology,

Engineering and Mathematics (STEM).

DATA GATHERING PROCEDURE

A request for the study is written in the form of a letter. The researchers

created a questionnaire that is validated by a subject professor before being presented

to the participants. Due to the advantages of the survey approach, the researchers

conducted the research in the Pamantasan ng Cabuyao Senior High School

Department using a survey. The researchers explained some concepts to the

respondents so that they can complete the questionnaire fully aware of their

responsibilities as the study's subject. The respondents are asked to answer honestly

by the researcher. The purpose of this study is to examine the usefulness of YouTube

as a medium for mathematical learning in an online class, the researchers believed that

this method is the most suited for selecting the sample for the study. The researchers

gathered the data after the respondents have completed the questionnaire so that it can

be interpreted. The researchers had drawn conclusions and provide recommendations

for this study based on the data.

DATA ANALYSIS

Thematic analysis is used in analyzing the data gathered from the

questionnaires. According to Clark and Braun (2017), thematic analysis is a

qualitative data analysis method that involves searching across a data collection to

locate, analyze, and report on repeating patterns. The researchers collected the

questionnaire results for the respondents who met the set criteria and then ordered the

data results from each respondent and collected the primary data point. Researchers

examined the crucial data point and elaborated on the results provided by the

respondents who participated in the research after the results were compiled.
 CHAPTER IV

PRESENTATION OF DATA, ANALYSIS AND INTERPRETATION

This chapter reviews the presentations of data, analysis and interpretation of

data gathered through online survey forms that contain the questions parallel to the

Statement of The Problem of this study. The main source of the data is the

respondents’ answer in the google forms which is also supplemented by other

researchers who answered the form. The findings will be discussed in respect to the

study’s declared research objectives. The methodology chapter discussed the method

used to analyze the results.

DEMOGRAPHIC DATA OF RESPONDENTS

Categories of Respondents

Responders were chosen from various sections of Grade 12 – STEM at

Pamantasan ng Cabuyao Senior High School and were invited to participate via

custom-sent links to a varied community of respondents. Out of 10 respondents,

STEM 10 and STEM 3 has most respondents. Each respondent was approachable and

willing to provide a brief notice.

Table 4.1 Category of Respondents

 SECTION

STEM 10

STEM 9

STEM 7

STEM 6

STEM 5

STEM 4

STEM 3

STEM 2

0 0.5 1 1.5 2 2.5

SECTION

Table 4.1 provides data on respondents that is segmented by section. All of

the aforementioned section falls under the STEM strand, which is why the study

chose them as respondents.

RESULTS AND ANALYSIS OF THE QUALITATIVE DATA

The results and discussion of the findings are composed into three parts. The

first part discusses the themes from the lived experience of STEM students on how

effective YouTube as a medium for mathematical online learning. The second part

includes the themes from the lived experience of STEM students on what role

YouTube plays in helping students in understanding the online course content.

The third part deals with the difference of YouTube from other social media

platform in today’s online learning. To describe the STEM-students'

Lived Experiences at Pamantasan ng Cabuyao, seven questions were posed about

STEM and their current circumstances.

Problem 1. How effective is YouTube as a medium for mathematical

learning in online classes?

Table 4.2

CODE THEME STATEMENT

Student 2
YouTube’s
help in “I don't usually use YouTube for
More related students’ learning purposes. However,
videos education there are times especially during
exam week, I would go to
YouTube to search for more
related videos regarding the
concept of a topic. It helps me
learn and understand more about
the topics during online classes.”

Student 3

“It gives me more knowledge. It

Gives more somehow gave me more
knowledge confidence to participate in class
since I have gained additional
knowledge about a certain topic.”

Student 4
Helps in
“It helped me with my research
researching
and other things that I do.”
 Student 5
More “It can help, for example in the
explanation online class you don't have a very
clear explanation, then when you
search for a topic, many
recommendations come out, there
are more explanations.”

Student 7

Easy access “Because of its easy access to

other matters, the said platform
easily assisted and helped me
improve my knowledge on a
certain topic. Not to mention that
YouTube is open to everyone
worldwide, so people are not
limited in their ability to share their
thoughts, discoveries, insights,
and so on.”

Student 10
Different
learning “It helps me when they use
methods different ways on how they teach
the topics or lessons.”

YouTube’s Student 1
impact in
“It helped me a lot, I feel like I'm
Great guidance learning
not much of a fast learner so
seeking other explanations from a
different platform like YouTube
was a great guidance for me.”

Student 2

“YouTube helps me learn more

about the topics. If I understand
 more about those topics, I will be
Be able to able to answer my written works.”
answer
workload Student 3
s
“There are some instances that
YouTube videos gave me a better
understanding about a certain
topic instead of online classes.”
Better Student 4
understandin
g in topics
“It affects my performance in
school and helps me with my
workloads.”

Affects Student 6
academic
performanc “Because of YouTube, I was able
e to learn independently and in
advance.”

Student 7
Learn
independently “It had an impact on my learning
and in because it made me more
advance resourceful. On YouTube, I
learned how to find relevant
videos about a subject that I’m
having trouble understanding. As
a result of this, I became more
reliant on videos rather than
videos in an online class because
More it was easier.”
resourcefu
l
Student 10

“It affects me on how I perceive

things because sometimes, there
are terminologies that I’m not
familiar with and YouTube
can
help me to understand those
 Familiarity of things because sometimes, there
terminologies are terminologies that I’m not
familiar with and YouTube can help
me to understand those
terminologies.”

Easier to follow Utilizing Student 1

instructions YouTube for
“It was easier for me to follow
mathematical
instructions and explanations
Can practice learning
since I can pause and rewind the
solving
videos. With that, I can practice
problems
solving problems that will
eventually help me get used to
answering harder ones.”

Student 4
Grade improved
“My grade improve since it helped
Helps in me go back and recall some
recalling lessons that I have forgotten.”
lessons
Student 7

“It has a significant impact on my

academic performance, as I've
Significant
noticed. Because instructors on
impact on
YouTube explain the subject more
academic
clearly and provide more
performance
examples
than teachers in online classes due
to limited time.”

Student 9
Can freely
understand the “As I used YouTube, I can freely
given topic understand the given topic by
rewinding it to the lesson which I
didn't understand first.”
 The themes that developed from the respondents’ statements have given the

researchers ideas that STEM Students have similar insights on the efficacy of

YouTube as a medium for mathematical online learning.

The first theme “YouTube’s help in students’ education” developed

easily since the respondents mentioned that YouTube helps them explore the topics

they don't often encounter in online class.

"I would go to YouTube to search for more related videos regarding the

concept of a topic. It helps me learn and understand more about the topics

during online classes."

It indicates that watching YouTube videos on a certain topic can help in

learning and understanding mathematical concepts. Due to the limited amount of time

available in online classes, minimal information can be taught. By YouTube videos,

the respondent gains additional knowledge of a certain topic.

"Because of its easy access to other matters, the said platform easily

assisted and helped me improve my knowledge on a certain topic."

"It helps me when they use different ways on how they teach the topics

or lesson.”

YouTube contains a range of educational videos that can assist students not

only with mathematical concepts, but also with other subjects. It implies that

YouTube’s openness can easily support and improve the respondent’s

knowledge in a certain topic. The different learning methods of content creators in

YouTube aids the respondent in discussions.

The theme "YouTube's impact in online learning" emerged from the

lived experience of the participants on how YouTube affects their learning. The

different impacts of the respondents in learning through YouTube was described as:

"...YouTube was a great guidance for me."

"I will be able to answer my written

works."

"It affects my performance in school and helps me with my workloads."

"I was able to learn independently and in advance."

"It made me more resourceful. On YouTube, I learned how to find

relevant videos about a subject that I'm having trouble understanding."

The following are the respondents' statements regarding the impact of

YouTube on their learning. YouTube videos serve as a guide for students, assisting

them in gaining a better understanding of a particular topic. It implies that with

YouTube, the academic performance of the respondent improves that it helps them in

answering written works. Learning using YouTube improved respondents'

resourcefulness, ability to learn independently, and study in advance. YouTube

videos also aid the respondents in finding relevant videos concerning mathematical

theories.
 The last theme that arises under Problem Number 1 is "Utilizing YouTube

for mathematical learning." With the familiarity of the participants in the

application the theme emerged. Several respondents state similar enhancements after

using YouTube as a medium for mathematical learning.

"It was easier for me to follow instructions... I can practice solving

problems that will eventually help me get used to answering harder ones."

The respondent states that using YouTube for mathematical learning makes it

easier to follow instructions and aids in practicing complex equation problems.

Participants perceived that they struggled with mathematics problem solving and

equations. However, with the respondents’ statement, YouTube aids in mathematical

problems.

"My grade improved since it helped me go back and recall some

lessons that I have forgotten."

"It has a significant impact on my academic performance..."

It indicates that utilizing YouTube has a significant impact on the

respondent’s academic performance due to content creators on YouTube that explains

a specific topic clearly. Recalling YouTube videos aids the respondent in

understanding more details about a topic. Additionally, by using YouTube, one can

get instant knowledge that can help in the analysis of complex equations.
Problem 2. What role does YouTube play in helping students

understand the content of this online course?

Table 4.3

CODE THEME STATEMENT

Can search and YouTube as an Student 1

learn about a instructional
“In YouTube there's unlimited
topic medium
access to information, I can
search and learn the topic
whenever I want.”

Student 4
Lot of options
“It is much better since it has a
lot of options that you can
choose from that you’d think
would help you more.”

Student 5
Has
“Because on YouTube, apart
downloadable
from the many videos about a
videos
certain topic, it also has
downloadable videos that can
be watched anytime that we
can save on load and also on
the internet, just like in MS
teams when your internet is
slow it’s hard watch the
recorded video.”

Student 6

More “For me, it became easier

straightforward since math lessons and
problems
 Easier to
comprehend that are posted from YouTube
are more straightforward than
in online class. It is easier to
comprehend and they also
show how to answer equations
that are difficult.”

Student 7
Connects with
“Because people on Youľube
the audience
explain things moíe cleaíly and
connect with theií audience.
Several learning
ľhey also devised seveíal
methods
methods to ensuíe that theií
content is simple to undeístand.”
Student 9

“It is easy because it is less

Less hassle hassle because the load
consumption is less than the
Can help online class and it can help
improve improve the students who are
self-studying.”
students
Student 10

“YouTube videos don’t have a

Don’t have time time limit. They do not speed
up their explanation about the
limit
certain equation. They are
more
More precise precise because they have the
control of the time.”

Everything can Convenience of Student 1

be found on YouTube in “Based on my experience, any
YouTube students topic honestly. Everything we
discuss can be found on
YouTube already.”

Student 2
Can better
understand and “I can better understand and
dig deeper dig deeper in the topic.”
 Application of Student 3
knowledge
“Application of knowledge that I
gained from watching YouTube
and advance learning.”

Student 5
Get more ideas
“It helps me get more ideas
about the topic.”

Student 7
Time
“Probably to manage my time.
management
Since YouTube is open for all
and has unexpectedly
contained a wide variety of
content, my attention is always
affected. That is why I learned
to organize my time while using
YouTube as an alternative
medium for learning.”

Student 10

Many eye- “There are so many things that

opening and I have learned on YouTube
min-blowing even when there wasn't an
videos online class before. Whether
it's about science, math or
even history. I can't say them
one-by- one but there are
many eye- opening and min-
blowing videos that can help us
when we use YouTube for our
online
learning especially in math.”

Two themes developed from Problem Number 2. All of these topics relate

to the following question: What role does YouTube play in helping

students understand the content of this online course? The researcher developed two

specific questions to get the necessary data addressing Problem Number 2. We

identified the following themes from the participant's responses:

"YouTube as an Instructional medium" is the first theme that the

researchers recognized. YouTube has become an alternative tool for instructional

purposes. Due to this, most students find it a useful application for school.

“I can search and learn about a topic whenever I want.”

“It is much better since it has a lot of options that you can choose from”

“It also has downloadable videos that can be watched anytime”

“YouTube are more straightforward than in online class.”

It demonstrates how YouTube may assist them in searching for and learning

about a topic at their leisure. Because YouTube is a free and open platform, we can

utilize it anytime. Compared to other educational mediums, this demonstrates how

YouTube is superior due to its capacity to provide an infinite number of alternatives

from which we can choose. This is one of the options for using YouTube as an

instructional medium and downloading videos and watching them offline at your

leisure. In comparison to online classes, respondents believe that YouTube is a more

straightforward method of instructing and educating pupils.

 “YouTube explain things more clearly and connect with their audience.”

“They also devised several methods to ensure that their content is

simple to understand.”

“It is easy because it is less hassle because the load consumption is

less than the online class”

YouTube can discuss more topics that may be of interest to its viewers. With

YouTube, being distracted is out of the question, as you have complete control over

your time and surroundings when you wish to utilize the service. Assuring that

several approaches and materials are easily understandable demonstrates the prospect

of YouTube becoming an effective teaching tool. It implies how simple and hassle-

free using YouTube is by pointing out that the load consumption is less than an

online lesson.

The theme "Convenience of YouTube in students" is the second theme

that the researchers come up with upon reading the responses. YouTube offers

endless possibilities to its audience, which makes it more convenient. Due to this

area, students find it a convenient and helpful application to use.

“Everything we discuss can be found on YouTube already.”

“I can better understand and dig deeper in the topic.”

“Application of knowledge that I gained from watching YouTube and

 It implies how almost every discussion is accessible and free on YouTube

with the emerging help of technology. This indicates how understanding can expand

with the help of YouTube due to the available content that has more profound lessons

about a specific topic. It shows how YouTube can improve a student's knowledge

since they can advance the study and apply their knowledge.

“It helps me get more ideas about the topic.”

“Probably to manage my time. That is why I learned to organize my

time while using YouTube as an alternative medium for learning.”

“I can't say them one-by-one but there are many eye-opening and

mind- blowing videos that can help us”

It is convenient for students who need more ideas to understand a specific

topic. With the available videos, accessing what they need is not a problem. With

their control of time, students can organize their time and schedule when to use

YouTube since this application is accessible at any time possible. YouTube is

convenient since it happens to be an eye-opening application where the latest news,

trends, and more are in it. However, YouTube also offers mind-blowing videos that

can help us in terms of mathematical application.

Table 4.4

Problem Number 3. How does YouTube differ from other social media

platforms in today’s online classroom?

CODE THEME STATEMENT

Find it easier to Features and Student 1

use accessibility of “I personally haven't tried
YouTube in terms different mediums other than
of online learning YouTube and websites. I find it
easier to use and it's also
free.”

Student 3
Gives more
clear “It gives more clear visualization
visualization about a certain topic.”

Student 5
Free “It's free and easy to use unlike
other apps that have a lot to
press.”

Student 6
Precise “In YouTube, the explanation is
More math precise and also the equations.
examples There are more math examples
on YouTube.”

Student 8

“Learning on YouTube is more

Can watch it
effective because you can
anytime and watch it anytime anywhere on
anywhere any kind of device.”
 Mathematical Student 2
Very useful content creator
“Sir Dugay's channel which is
STEM Teacher
STEM Teacher PH. It was very
PH
useful for me when I was in
grade 11.”

Student 3
Quality contents
“Contents of STEM Teacher
PH.”

Student 4

“Yes, I always watch STEM

Great at teching
Teacher PH’s videos because
he is great at teaching. He
slowly shows step by step the
procedure in solving problems.”

Student 6

Make lessons “STEM Teacher PH because he

easier could explain and make lessons
look easier due to his amazing
teaching skills.”

Student 7

“I'd like to recommend Mr.

Extremely
Dugay's STEM Teacher PH
helpful
channel to other students
because it was extremely
helpful to me throughout my
Grade 11 semester.”

The researchers developed two themes: How does YouTube differ from other

social media platforms in today’s online classroom? To achieve the necessary data

needed, the respondents were asked to compare it to other

social media platforms or state the difference of YouTube. We identified the

following themes from the participant's respondents:

"Features and accessibility of YouTube in terms of online

learning is the first theme that the researchers applied under Problem 3. To

determine the features and accessibility of YouTube in terms of online learning,

discovering and finding its difference from other social media will make it stand out.

“I find it easier to use and it's also free.”

“It gives more clear visualization about a certain topic.”

It indicates that some applications use subscriptions to access; however,

YouTube is easier to use and is also free. The straightforward visualization about a

specific topic seems to differ YouTube from other social media applications when it

comes to today's online classroom.

The second theme that the researchers emerged from is “Mathematical

content creator STEM Teacher PH” following the respondent’s answers, the

researcher included the theme and named it after their favorite and most-watched

YouTube content creator.

“Sir Dugay's channel which is STEM Teacher PH. It was very useful

for me when I was in grade 11.”

“STEM Teacher PH because he could explain and make lessons look

easier due to his amazing teaching skills.”

 It simply shows how the respondents are using YouTube due to their favorite

and most-watched content creator named STEM Teacher PH. Their answers were

similar to discuss how excellent the creator’s teaching skills are, making them use

YouTube for he is on the same platform.

 CHAPTER V

SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATION

This chapter presents the summary of findings or the research conducted, the

conclusions drawn and the recommendations made as a result of this study. This was

conducted in the purpose of examining the lived experience of STEM students of

Pamantasan ng Cabuyao as regards to the effectivity of YouTube as a medium of

mathematical online learning. The phenomenological method was used in this

research and research-made- questionnaire was used for gathering data. The

respondents consisted of 10 sample of selected Grade 12 students who had prior

familiarity with the application YouTube. The study was undertaken during the

school year 2021- 2022.

SUMMARY OF FINDINGS

1. How effective is YouTube as a medium for mathematical learning in online

classes?

1.1. YouTube's help students' education

It was shown how this free access application helps the students in

their learning process online. That it gives them additional knowledge, broadens their

understanding of a particular topic, and improves their comprehension.

1.2. YouTube's impact in learning

 It was shown that YouTube has a great role in students mainly in

assisting them in their workloads. Resulting in improved academic performance.

1.3. Utilizing YouTube for mathematical learning

Students proclaimed that YouTube serves as their guide in their

mathematical learning. It enabled them to understand the lesson better due to the help

of pause and rewind that the application has. With that, they can rewind and repeat

the particular lesson that seems difficult for them to comprehend.

2. What role does YouTube play in helping students understand the content of this

online course?

2.1. YouTube as an instructional medium

In this, when it comes to YouTube since it is free to access, we can

search unlimited resources and information. Where it is easy to find you can

download or save it to your watch later or even watch it again and find it in your

YouTube history. Moreover, since YouTube doesn't have a time limit compared to

online classes, it can furthermore explain the topic with no hassle.

2.2. Convenience of YouTube in students

According to the results of our research, YouTube is highly convenient

for pupils. Its free accessibility and extensive video library benefited most students

who responded to our questionnaires. Thanks to YouTube's free

and open nature, they may also find nearly any discussion that could help them

grow their knowledge further.

3. How does YouTube differ from other social media platforms in today's online

classroom?

The statistics spoke for themselves, indicating that there are more

valuable content providers on YouTube, which implies that more videos might exist

on the same platform. This advantage has shown to be quite beneficial for today's

students. The rapid technological change has caused students to rely on video

presentations to help their learning during online classes.

3.1. Features and accessibility of YouTube in terms of online learning.

By summarizing the given features of YouTube based on the input of

our correspondents, it is clear that, while YouTube is free to use, it does provide

features for which someone would pay. For instance, unrestricted access to all films,

precise depiction, and explanation of mathematical examples.

3.2 Mathematical content creator STEM Teacher PH

Indeed, STEM Teacher PH is one of the mathematical content creators

that respondents prefer due to its excellent content and learning strategies for

analyzing complex mathematics equations. The data has accumulated responses that

indicate how effective and reliable STEM Teacher PH is regarding mathematical

assistance.
CONCLUSIONS

This study looked into the efficacy of YouTube as a medium for mathematical

online learning. The primary data was gathered by randomly distributing

questionnaires to ten respondents. The purpose of this study, as stated earlier in the

introduction, was to investigate how effective YouTube is as a medium for

mathematical online learning, what role YouTube plays in assisting students in

understanding the online course content, and how YouTube differs from other social

media platforms in today's online learning.

The following conclusions can be derived from the fact that YouTube is

extremely beneficial to pupils in dealing with this type of learning environment.

When using YouTube, the students always had easy access. These will affect the

students, making their assignments or tasks easier to respond to and pass on time. As

a result, the students will never experience emotional anguish. Finally, the majority of

students stated that YouTube is their first choice for researching topics and making

suggestions. It broadens their knowledge of a subject and gives them the confidence

to engage in class.

The findings of this study reveal that students' study and involvement in class

are influenced by their use of YouTube. These findings, however, cannot be applied

to other university students. The same study should be carried out with students from

different universities to discover if there are any parallels in the factors that influence

student learning in this type of online class.

RECOMMENDATIONS

The researchers develop recommendations to engage students in adopting

YouTube as a medium for online mathematical learning. The majority of students

respond that utilizing YouTube is efficient and beneficial. Following an in-depth

review and analysis, the following recommendations are made:

 The Pamantasan ng Cabuyao Senior High School Department's educational

system must discover ways to address the shortcomings of using YouTube in

the classroom.

 Teachers and educators must increase their abilities to use YouTube in the

classroom.

 Teachers must be cautious about which videos they should show to students;

videos must be educational, appropriate, motivating, and interesting.

 YouTube should be made a requirement in schools since it captures students'

attention and caters to their interests.

 YouTube should be encouraged as a resource for students to enhance their

arithmetic skills.

 Using YouTube as a valid source and reviewers for the lesson would be highly

suggested for it offers the most information a student requires.

 Encourage teachers to upload their videos to be seen anytime and has open

access to any student they hold, like YouTube.

 There is a necessity to investigate the environment of YouTube as not all

spaces are for educational purposes.

 Create a secure atmosphere for students by expanding the educational content

on YouTube.

 Video is beneficial for learning; instructors and other staff members should

frequently utilize this kind of presentation since it gives a better memorization

effect to the students.

 APPENDICES

Appendix A: Bibliography and Questionnaire

Appendix B: Approval / Request Letter

Appendix C: Curriculum Vitae

 APPENDIX A

Bibliography and Questionnaire

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The Nature and Origins of Mathematical Learning Difficulties and Disabilities.

Maryland: Paul H. Brookes Publishing Co.

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Centered Instruction in Two-Year and Four-Year Colleges. Center for the

Analysis of Post-Secondary Readiness.

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technology-centered-instruction.pdf

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Educational Technology, 10(3)

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R. A. (2019). Facilitating Learning Mathematics Through the Use of

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Ciecerchla, M. (2017). Students struggling with math. Touch-type Read & Spell.

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cial%20Media%20Its%20Relationship%20to%20Academic%20Performance

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Difficult? An Exploration of Affective Beliefs Pedagogy of Teacher Education:

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feature/609-pisay-math-teacher-creates-60-

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 APPENDIX B

Approval / Request Letter

PAMANTASAN NG CABUYAO
Senior High School

December 10, 2021

Dear Ma’am/Sir,

Greetings!

We senior high school students of Pamantasan ng Cabuyao is currently

working on a research entitled: “Lived Experience of STEM- Students of
Pamantasan ng Cabuyao as Regards to the Effectivity of YouTube as
Medium of Mathematical Online Learning AY 2021-2022.” A written test
questionnaire as instrument will be used in the said research. Due to this we, the
researchers, would like your expertise to validate the attached self-made
questionnaires to qualify for conduction.

We are looking forward that our request would merit your positive response.
Your response is highly appreciated.

Thank you and God bless.

Respectfully yours,
Recommending Approval:

MS. CHRISTINE JOY A. TORRENTE

Research Teacher

Approved By:

MS. CHRISTINE JOY A. TORRENTE

Language Editor
 APPENDIX C

Curriculum Vitae
LIVED EXPERIENCE OF STEM-STUDENTS OF PAMANTASAN
NG CABUYAO AS REGARDS TO THE EFFECTIVITY OF
YOUTUBE AS MEDIUM OF MATHEMATICAL ONLINE
LEARNING AY 2021-2022

by

DOMINADO, SOFIA ELAINE S.

ESTEBAN, NOELLA LOUISE M.

GALANG, MARC JIVIE F.

LANDONG, JEHAN S.

MARIQUIT, MARK ANDREW D.

RAMOS, MAXENE KATE E.