Abstract

EFFECTS OF YOUTUBE VIDEOS INSTRUCTIONAL STRATEGY IN ENHANCING STUDENTS’ ACHIEVEMENT IN MATHEMATICS BY GENDER AND BIRTH ORDER

Frederick-Jonah, Toinpere Mercy, Moses, John Billy and Benneth, Ebiotukibena Edwin

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The study investigated the effect of YouTube videos instructional strategy in enhancing students’ achievement in Mathematics by gender and birth order. A pretest-posttest, quasi-experimental design with a non-equivalent control group was adopted. Eighty-eight (88) SS2 students in Bomadi Local Government Area of Delta State, Nigeria, were purposively selected for the study. Two schools were randomly assigned to experimental and control groups and the study lasted for five weeks. The instrument used for the study was the Mathematics Achievement Test (MAT) with a reliability of 0.82 using Kuder-Richardson Formula 21(KR-21). Two research questions were answered and two null hypotheses were tested at 0.05 level of significance. Mean and standard deviation scores were used to analyze the research questions and Analysis of Covariance (ANCOVA) was used for the hypotheses. Treatment was found to have no significant effect on students’ achievement in Mathematics by gender and birth order. This is shown by the 2-way interaction of instructional strategies on gender and birth order (F1, 83 = 0.446; p(0.506)> 0.05; partial eta squared = 0.005 which gives an effect size of 0.5 percent) and (F1,83 = 0.118; p (0.732) > 0.05; partial eta squared = 0.001 which gives an effect size of 0.1 percent) respectively. The findings showed that YouTube videos' instructional strategy improved students’ achievement in Mathematics equally despite differences in gender and birth order. It was recommended among others that, teachers should integrate YouTube videos in instruction to improve students’ achievement and to eliminate gender and birth order differences in Mathematics among secondary school students. KEYWORDS: YouTube videos, Lecture instructional strategy, Mathematics, birth order, gender

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