Toinpere Mercy Frederick-Jonah Ph.D; Nateinyin Joy Akporehwe Ph.D & Epretari JONAH
Abstract
The study investigated the effect of YouTube-enhanced instructional strategy on students’ achievement in mathematics among senior secondary schools in Bomadi Local Government Area of Delta State, Nigeria. A pretest-posttest, quasi-experimental design with a non-equivalent control group was adopted. A total of eighty-eight (88) SS2 students were involved in the study. Two schools were purposively selected and randomly assigned to experimental and control groups. Also, one intact class was selected for treatment and control groups. The study lasted for five weeks. Three instruments were used for the study. There were two Instructional Guides and Mathematics Achievement Test (MAT). MAT had a reliability of 0.82 using Kuder-Richardson Formula 21(KR-21). One research question was answered and one null hypothesis was tested at 0.05 level of significance. Mean and the standard deviation were used to analyse the research question and Analysis of Covariance (ANCOVA) for the hypothesis. Treatment had significant effect on students’ achievement in mathematics (F1,85 = 582.529; p(0.000) < 0.05; partial eta squared = 0.873), which gives an effect size of 87.3 percent. The findings showed that YouTube-enhanced instructional strategy improved students’ achievement in mathematics more than the modified lecture instructional strategy. It was recommended, among others, that teachers should adopt a YouTube-enhanced instructional strategy to improve students’ achievement in mathematics among secondary school students.