Exploring the Potentials of YouTube Video-Resources in Enhancing Students Learning Outcome in Environmental Education

Abstract

Environmental Education (EE) is imperative for advocating sustainable environmental practices and awareness. This work probed the potential of YouTube video-resources in boosting tutees learning outcomes in EE, and employed pre-test/post-test control group quasi-experimental research design. Subjects include all year two tutees from the Department of Science Education, South-East Federal Universities, while 166 of them were sampled purposively from two intact classes. Two instruments; Environmental Education Achievement Test (EEAT) and Environmental Education Interest Inventory (EEII) was used. Experts thoroughly validated them and was tested for reliability using KR-20 formula, and tau-equivalent reliability with 0.85 and 0.88 index value each. The experimental group received instruction with blended YouTube-video resources, while the comparison group received theirs utilizing conventional approach, for the four-weeks period. In analysing data, Analysis of Covariance, mean, and standard deviation were utilized. Findings suggest a statistically significant improvement in the academic achievement and interest among undergraduates exposed to blended YouTube video-resources compared to those taught conventionally. It was concluded that blended YouTube videos instruction significantly enhances students learning outcome in EE. Integration of educational video content into classroom instruction cum teacher training programs to promote digital literacy was recommended.