Republic of the Philippines

Department of Education
REGION VII – CENTRAL VISAYAS

SCHOOLS DIVISION OF TALISAY CITY

TALISAY CITY NATIONAL HIGH SCHOOL

RIZAL ST., DUMLOG, TALISAY CITY, CEBU

Exploring the Relationship Between YouTube Utilization as an Online

Educational Resource and Academic Achievement in Practical
Research among ABM students in Talisay City National High School

Barry A. Fernandez

Student Researcher, Talisay City National High School, Dumlog, Talisay City, Cebu

Abstract
Nowadays, people are using YouTube as a learning tool. Mainly students are frequent users of
YouTube. They use it for various purposes, one of the reasons for learning. Therefore, this
research aims to investigate the factors that affect YouTube use as a study aid, affecting
academic achievement. The sample data was gathered from 350 Bangladeshi MBA students
using a structured questionnaire and convenience sampling technique. Structural equation
modeling (SEM) was employed to test the various hypotheses. Then, necessary condition
analysis (NCA) was used to investigate the degrees of each variable necessary for academic
achievement. The study results reveal that intrinsic, contextual, and accessibility information
quality are significant predictors of information quality. Source credibility and information
language affect information usefulness. Information quality positively correlated with
information usefulness, adoption, and academic achievement. Information usefulness predicts
information adoption, and both predict academic achievement. Again, mediation analysis
revealed that information usefulness and adoption individually and serially mediate the
relationship between information quality and academic achievement. According to NCA
findings, these factors were necessary for varied degrees for students to have more outstanding
academic achievement. This research work helps the body of knowledge by conceptualizing and
experimentally assessing the impact of YouTube as a study aid on the academic performance of
Bangladeshi MBA students.
Keywords: Youtube, Academic achievement, online resources

INTRODUCTION

Technology has brought tremendous changes to the education field. It has become a

powerful platform in the ever-changing pedagogical approaches that meet the current

context, where learning can be done using various digital tools instead of relying on the

paper and pen approach (Raw & Ismail, 2021). Online educational resources, such as online

courses, educational websites, and digital libraries, have become increasingly popular

among students. One prominent platform is YouTube (Talespin Team, 2023),which provides

a diverse range of content across various subjects.

Studies have shown that the utilization of online educational resources can have a

positive impact on student engagement, motivation, and self-directed learning. Evident in

the study conducted by Sangeetha (2023), online education can help young people develop a

variety of skills and abilities, including technical, linguistic, and critical thinking abilities, as

well as intellectual and academic growth in this digital age.

YouTube site is free for all registered users to upload and watch videos online. The

uploaded videos can also be watched by anybody. According to Edache-Abah, & Mumuni,

(2019) the videos are anything from beginner videos to more professional videos including

educational videos. YouTube, being very popular, has become one of the most used

websites and a large resource for educational content. The site has millions of videos tagged

as educational, many of them uploaded by teachers, students, and researchers. YouTube is

not only meant for digital entertainment, but it can also be a great environment for learning

and should be used in eLearning, which can truly benefit every eLearning student/audience.

Ali (2019) explained that YouTube videos can be used directly in the classroom as

part of the teaching and learning process. They are usually used to introduce and explain

some new concepts while teaching, by displaying information for the class to see, or at the

end of the lesson to recommend some websites. YouTube videos can also be used as an

educational resource, where the teacher uses the video as a model for classroom activities

and discussions

However, the evidence on the relationship between YouTube utilization as an online

educational resource and academic achievement in Practical research are mixed. Some

studies have found a positive correlation between the two, while others have found no

significant relationship or even a negative relationship (Bezgodova et al., ; 2020 Lucero et

al., 2021b). In this study, the researcher will aim to explore the relationship between the

utilization of YouTube as an online education resource and academic achievement in

Practical research, specifically among Accountancy, Business and Management students

(ABM) at Talisay City National High School. ABM students are expected to develop

competencies in social inquiry, communication, and research, which are essential for their

future careers and civic participation. Online educational resources can provide them with

diverse and rich sources of information, perspectives, and methods that can enhance their

learning outcomes. Therefore, it is important to explore the relationship between the

utilization of YouTube as online education resources and academic achievement in Practical

Research among ABM students, and to

identify the factors that influence this relationship.

YouTube utilization as an online educational resource refers to the frequency and

duration of time spent by ABM students at Talisay City National High School in accessing

and using YouTube videos for educational purposes, such as supplementing classroom

learning, self-directed learning, or research. Academic achievement in Practical research

represents the performance outcomes of ABM students in Talisay City National High

School, specifically in the domain of practical research. It can be measured through various

indicators such as grades, scores on research projects, or performance on standardized

assessments designed for research

skills.

As the educational sphere increasingly embraces online platforms (Pei & Wu,

2019), understanding how these resources impact the academic journey of students is

essential. This study seeks to provide valuable insights into the evolving landscape of

education, shedding light on the potential enhancements that online resources can bring to

the realm of learning and student success. This study will also address the research gap in

the literature on online education and ABM students, and will offer implications and

recommendations for educators, policymakers, and online resource providers. The main

objectives of this study are to: (1) explore the relationship between the utilization of
YouTube as an online educational resources and academic achievement among ABM

students at Talisay City National High School; (2) explain the factors that influence this

relationship; and (3) propose strategies to optimize the use of online education resources for

ABM students.

ResearchQuestions

The study aims to investigate the relationship between online educational resource

utilization and academic achievement of grade 12 Accountancy, Business and Management

in Talisay City National High School year 2023-2024. The expected outcome of this study is

to determine the effects of online resource utilization on academic achievement.

Specifically, it will answer the following specific questions:

1. What is the profile of the respondents in terms of:

1.1 Age and 1.2

Gender?

2. What is the level of online educational resource utilization of the respondents

in terms of?

3. What is the level of academic achievement of the respondents?

 4. Is there a significant relationship between online educational resource

utilization and the academic achievement of the respondents?

5. Based on the findings of the study, what can be proposed action plan?

LITERATUREREVIEW
This chapter presents the review of related literature and studies which have direct
correlation to the study.

In recent years, the utilization of online educational resources has become

increasingly prevalent in the field of education. These resources offer students access to a
wide range of learning materials, interactive tools, and collaborative platforms that can
enhance their academic experience. This review aims to explore the relationship between the
utilization of online educational resources and academic achievement specifically among
ABM
(Accountancy, Business and Management) students in Talisay City National High School.
Several studies have delved into the impact of online educational resource utilization on
academic achievement.

In recent years, the people using YouTube as an online learning resource has become
increasingly prevalent in the field of education. These YouTube resources offer students
access to a wide range of learning materials, interactive tools, and collaborative platforms
that can enhance their academic experience. This review aims to explore the relationship of
using YouTube as an online learning resource and their academic success in Practical
Research specifically among ABM (Accountancy, Business and Management) students in
Talisay City National High School. Several studies have delved into the impact of online
educational resource utilization on academic achievement.

According to Pattier et al. (2021) the appearance of YouTube in 2005 transformed

the possibilities of using video as an educational resource. The use of videos in today’s
education from the teachers’ point of view and to determine the factors that influence its
implementation in the classroom. The results show how teachers are currently using the
video resource in their lessons. We also conclude that the variables of educational stage and
type of educational center are significant in the implementation of videos in education.

According to khan et al. (2023) YouTube has increasingly become entrenched in

popular educational culture, presenting advanced prospects for learning through
technological advancements. This research investigates why students rely on YouTube to
fulfill their academic learning needs and consider it an authentic educational source. The
study’s findings indicate a positive response from participants regarding using YouTube as
an educational
learning tool.

RESEARCHMETHODOLOGY
This chapter concentrates on the discussion of the research method and procedures adhered
to by the researcher in order to answer systematically the specific problems posed for
investigation. Specifically, the research method, research respondent, research instruments,
research process, the procedure, statistical treatment of data, and the ethical considerations
utilized by the duration of this research.
The survey method will be used in the study which is concerned with the findings of
the relationship between YouTube Utilization as an Online Educational Resource and
Academic Achievement in Practical Research among Accountancy, Business and
Management in Talisay City National High School located at Dumlog, Talisay City, Cebu.

Respondents
This study used quasi-experimental research design. In this design, the scores obtained from
the test administered will be utilized as a measure of academic Achievement. Quantitative
methods will be used to examine the relationship between YouTube utilization as an online
educational resource utilization and academic achievement in Practical research among
grade
12 Accountancy, Business and Management (ABM) students at Talisay City National High
School (TCNHS). The researchers will adapt and modify a survey questionnaire as the data
collection instrument. Data collection will take place among Grade 12 ABM A and B
students at TCNHS, located in Dumlog, Talisay City, Cebu. Through survey methods, the
research will assess the degree of association between the variables without manipulating
them. Utilizing the Technology Acceptance Model (TAM) as the theoretical framework, the
study aims to explore the Relationship between students' perceptions, attitudes, and
intentions regarding YouTube utilization as an online educational resource and their
academic success in Practical research. The findings will provide valuable insights into the
nature and strength of the relationship between these variables within the specified context
and time frame.

Instruments of the study

The survey questionnaire is divided into two parts. The first section inquires about the
demographic profile of the respondents, such as their age and gender. The second section
probes the level of YouTube utilization as an online educational resource by the
respondents. It asks about the frequency, purpose, and effectiveness of their use, and
consists of five items. These items are based on the literature review and the research
objectives of the study. The items are designed to be clear, concise, and relevant, and to
avoid leading, biased, or ambiguous wording. The respondents will be asked to indicate the
extent to which the items correspond to their situation. For the level of frequency: with five
(5) being Always, (4) Frequently, (3) Sometimes, (2) Seldom, (1) Never. The survey
questionnaire acts as a comprehensive tool for exploring the relationship between YouTube
utilization as an online educational resource and academic achievement in Practical
Research, specifically among Grade 12 ABM students.
A key aspect of this research is the inclusion of Dr. Ed Padama's YouTube channel.
Dr. Padama is a researcher and educator who specializes in practical research. Doc Ed
Padama’s channel provides numerous videos on conducting and writing practical research,
such as choosing a topic, formulating a problem statement, reviewing literature, designing a
methodology, analyzing data, and presenting findings. As part of the study, the respondents
will be instructed to watch videos from Dr. Padama's channel. After viewing, they will take
a test based on the video content. The test scores will be used to measure the academic
achievement of the respondents, providing a quantifiable measure of the effectiveness of
YouTube utilization as an educational resource.
This approach allows the survey questionnaire to serve as a comprehensive tool for
exploring the relationship between the utilization of YouTube as an online educational
resource and academic achievement in Practical Research among Grade 12 ABM students.
The inclusion of Dr. Padama's YouTube channel and the subsequent test in the research
instrument highlights its importance in the study and its potential impact on the academic
achievement of the respondents.

Procedure

They were also informed about the YouTube video links that they would be asked to watch.
After obtaining the respondents' permission, they were sent the YouTube video links related
to the study. The researcher ensured that the links were approved by the expert to ensure
their relevance and appropriateness. After watching the YouTube video links, the
respondents were given the test to measure their academic achievement in Practical
Research. Subsequently, the survey questionnaire was distributed to the respondents, and
they were given adequate time to complete it at their convenience.

Statistical Treatment of Data

The quantitative data in this study were analyzed using the appropriate statistical tools. In
Talisay City National High School at Jose Rizal St. Poblacion, Talisay City, Cebu,
respondents were chosen, and their answers were analyzed using the frequency distribution,
percentage formula and weighted mean. The grade 12 students that were chosen for ABM A
and B were classified according to a demographic profile that was expressed using the
frequency distribution and percentage calculation

Ethical Consideration
We followed ethical principles and guidelines to conduct our study in an ethical and
responsible manner. Before conducting the study, we obtained informed consent from the
respondents who voluntarily agreed to participate in the study. We gave each participant an
information sheet that explained the purpose, procedures, risks, benefits, and their right to
withdraw from the study at any time. We followed an interview protocol that respected the
participants’ rights and privacy. We recorded the data using pseudonyms and codes, and
stored them in a secure location. We ensured the confidentiality of the responses and
identities of the participants by not disclosing any personal information without their
consent. We informed the participants that we would destroy the data after completing the
study.

RESULTS

This chapter presents the data gathered; the results of the statistical analysis done and

interpretation of findings. These are presented in tables following the sequence of the

specific research problem regarding Examining the relationship Support System and social

Interaction among Grade 12 General Academic Strand at Talisay City National High

School.

With the help of the respondents’ answers to the survey questionnaire, the following results

and findings are nearby presented and discussed as follows:

PROFILE OF THE RESPONDENTS

This section presents the profile of the respondents in terms of age and gender. In order to

comprehend the various viewpoints using my research, investigate the various ages and

genders

TABLE 1: AGE

AGE FREQUENCY PERCENTAGE

 17 24 44.44%

18 22 40.74%

19 8 14.82%

TOTAL 54 100

According to table 1, 17 years old with a frequency 24 of which is 44.44 percentage out of 54

respondents, 18 years old with a 22 frequency of which 40.74 percentage out of 54 respondents, 19

years old with an 8 frequency of which 14.82 percentage out of 54 respondents. Therefore, 17 Years

old are the most social interaction of an exchange between two or more individuals and is considered

to be a building block of the society. Independently of school lessons, it has occasionally been

demonstrated that children’s intensive engagement in and with nature in groups (e.g., free

outdoor play, adventure therapy, seated relaxation, and family orienteeting) can improve

several social aspects such as mutual trust, social cohesion, social functioning, relationship

to peers, and corporation (Doucette, 2004; Roe and Aspinall, 2011; McArdle et al., 2013;

Mygind et al., 2019).

TABLE 2: GENDER

GENDER FREQUENCY PERCENTAGE

MALE 19 35.18%

FAMALE 35 64.82%
TOTAL 54 100

Based on the table 2, shows that Female respondent is 64.82%, while Male respondent is 35.18%,

therefore each gender representing 64.82% of the total sample size.

TABLE 3: LEVEL OF SUPPORT SYSTEM

SURVEY WEIGHTED MEAN INTERPRETATION

QUESTIONER

1. My classmates are

approachable and open to 3.67 SOMETIMES

offering support, if I’m

facing a personal challenge.

2. I feel like there are

enough people in my class 3.30 SOMETIMES

who would offer me support

if I needed it.

3. I feel confident

approaching my peers for 3.44 SOMETIMES

clarification or explanations.
 4. My peers acknowledge

and value my skills and 3.55 SOMETIMES

qualities

5. I feel comfortable

approaching peers for

feedback on different types 3.35 SOMETIMES

of tasks (e.g., essays,

speeches, personal goals).

AVERAGE WEIGHTED 3.46 SOMETIMES

MEAN

Table 3 shows the level of the support system. The table Reveals measure has total has total

of 3.46 which is categorized as a Sometimes response. the table show that out 5 statements,

5 statement falls into Sometimes category. The statement “My classmates are approachable

and open to offering support, if I’m facing a personal challenge.” Has the highest weighted

mean of 3.67 with implementation of Sometimes response. The statement “My peers

acknowledge and value my skills and qualities” got the second weighted mean of 3.55 with

interpretation of Sometimes response. The statement “I feel confident approaching my peers

for clarification or explanations.” got the third weighted mean of 3.44 with interpretation of

Sometimes response. The statement “I feel comfortable approaching peers for feedback on

different types of tasks (e.g., essays, speeches, personal goals).” the fourth weighted mean of

3.35 with interpretation of sometimes response. The statement “I feel like there are enough

people in my class who would offer me support if I needed it.” The fifth weighted mean of
3.30 with interpretation of Sometimes response. Social interaction is important to various

aspects of children’s life, such as well-being (Lee et al., 2020) and mental health (Lee et al.,

2020), self-esteem (Harris and Orth, 2020), learning outcomes (Hurst et al., 2020), and

executive functions (Moriguchi, 2014). School life can be seen as a social situation on both a

macro (whole school community) and micro (situation in class) level (Sarason and Klaber,

1985; Ma, 2018).

TABLE 4: LEVEL OF SOCIAL INTERACTION

SURVEY WEIGHTED MEAN INTERPRETATION

QUESTIONER

1. I feel comfortable

starting conversations with 2.98 SELDOM

different groups of students.

2. We have difficulty

resolving conflicts 2.81 SELDOM

peacefully and respectfully.

3. We work well together on

group projects and 3.57 SOMETIMES

assignments.

4. We celebrate each other's

successes and support each 4.20 FREQUENTLY

other during challenges.

5. We adjust our behavior to

avoid upsetting or offending 3.68 SOMETIMES

our classmates

AVERAGE WEIGHTED 3.31 SOMETIMES

MEAN
The Table 4 shows the level of social interaction. Table reveals the average weighted mean

has total of 3.31 which categorized as Sometimes response. The table show that out of 5

statements, 1 statement fall into frequently response. The statement “We celebrate each

other's successes and support each other during challenges.” has the highest weighted mean

of 4.20 with interpretation of Frequently response. 2 statement falls into Sometimes

response. The statement “We work well together on group projects and assignments.” got

the second weighted mean of 3.57 with interpretation of Sometimes. The statement “We

adjust our behavior to avoid upsetting or offending our classmates” The third weighted

mean of 3.68 with interpretation of Sometimes. 2 statements fall into Seldom response. The

statement “I feel comfortable starting conversations with different groups of students.” the

fourth weighted mean of 2.98 with interpretation of Seldom.

The statement “We have difficulty resolving conflicts peacefully and respectfully.” the fifth

weighted mean 2.81 with interpretation of Seldom. The reviews showed that students have

lower peer acceptance, fewer friendships, and less peer interactions compared to students

without SEN. Mamas et al. (2020) demonstrated that students were less likely to receive

friendship nominations from their peers. showed in their study that students are rarely

chosen as favored classmates by their peers. With specific focus on peer interactions,

usually operationalized as time spent together, the literature clearly shows that students have

fewer interactions with classmates than their peers.

DISCUSSION

The study revealed varying levels of utilization of YouTube as an educational resource

among grade 12 Accountancy, Business, and Management (ABM) students at Talisay City

National High School. While some students frequently accessed educational content on

YouTube, others did so less often. Test scores based on Dr. Ed Padama's YouTube channel

content were used to measure academic achievement in practical research, with results

showing mixed correlations between YouTube utilization and academic success. Factors

such as peer support and social interaction were explored but showed no significant

relationship with YouTube utilization and academic achievement among the respondents.

CONCLUSION

In conclusion, while the relationship between YouTube utilization and academic

achievement among ABM students showed mixed results, the study highlights the

importance of further research in understanding the dynamics of online educational resource

utilization. The findings provide valuable insights into the evolving landscape of education

and underscore the need for educators, policymakers, and online resource providers to

collaborate in enhancing student learning outcomes.

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