YouTube Video Technology in Chemistry Classroom: Its Impact on Pre-Service Teachers’ Attitude and Academic Performance

European Journal of Mathematics and Science Education Pub Date : 2024-03-15 DOI:10.12973/ejmse.5.1.39

Y. Adjei, P. Duku, Job Donkor, Solomon Boachie

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引用次数: 1

Abstract

The study investigated the impact of YouTube video assisted instructions (YVAI) on pre-service teachers’(PSTs) attitudes and academic performance in chemistry classroom. A quasi-experimental design was adopted for the study. One hundred and twenty (120) Pre-Service Teachers (PSTs) pursuing primary education programme constituted the participants of the study. Sixty (60) PSTs each were non-randomly assigned to the Experimental Group (EG) and Control Group (CG). Data on PSTs’ attitude and performance were collected with PSTAS and GCPT respectively. The SPSS software version 20 was used to analyse the data to generate descriptive and inferential statistics. A non-parametric analysis was used in the inferential statistics. The attitude means rank (MR=78.62) of EG (U = 713.000, Z=-6.924, p <.001) was statistically higher than CG (MR=42.38) (U = 713.000, Z=-6.924, p <.001) after treatment. The EG after treatment recorded a mean rank (80.86) statistically higher than CG (40.14), U = 578.500, Z = -6.441, p <.001 after treatment. YVAI was proven as an effective instructional strategy that enhances learners’ altitudinal changes and performance. The study recommended the use of YouTube technological-driven instructions to support classroom instructions.

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YouTube 视频技术在化学课堂中的应用：技术对职前教师态度和学业成绩的影响

本研究调查了YouTube视频辅助教学（YVAI）对职前教师（PSTs）在化学课堂上的态度和学习成绩的影响。研究采用了准实验设计。120 名修读小学教育课程的职前教师（PSTs）构成了本研究的参与者。实验组（EG）和对照组（CG）各有六十（60）名职前教师。分别使用 PSTAS 和 GCPT 收集小学生的态度和表现数据。分析数据时使用了 SPSS 软件版本 20，以生成描述性和推论性统计数字。推论统计采用非参数分析。治疗后，EG（U=713.000，Z=-6.924，p <.001）的态度均值排名（MR=78.62）在统计学上高于 CG（MR=42.38）（U=713.000，Z=-6.924，p <.001）。治疗后，EG 的平均排名（80.86）在统计学上高于 CG（40.14），治疗后 U = 578.500，Z = -6.441，p <.001。事实证明，YVAI 是一种有效的教学策略，它能提高学习者的高度变化和学习成绩。该研究建议使用 YouTube 技术驱动的教学来支持课堂教学。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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European Journal of Mathematics and Science Education

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