Relationship Between Learner Perception Towards Integrating Youtube Videos In History And Government Lessons And Academic Performance In Public Secondary Schools, Vihiga Sub-County, Kenya

Abstract

The effectiveness of a technology may be a factor of learner perception towards its integration in teaching and learning. The purpose of this study was to establish how learner perception towards the integration of YouTube videos in lessons influenced academic performance in History and Government. The objective was to evaluate the relationship between learner perception towards integration of YouTube videos in teaching and academic performance in History and Government. The study targeted a sample of 286 Form 2 History and Government learners and 6 subject teachers. Purposive sampling technique was used to obtain four public schools that teach History and Government and integrate ICT into their lessons. The study employed a quasi-experimental design involving non-equivalent control and treatment groups. A pre-test and a post-test were used to measure learner academic performance. Learner questionnaires, lesson observation schedules and teacher interviews were used to collect qualitative data for triangulation. Inferential statistics were computed using SPSS version 27 to determine the correlation coefficient between learner perception and academic performance.The study revealed a statistically strong positive correlation between learner perception towards integration of YouTube videos in teaching History and Government and academic performance; [ t-value=18.05, p=0.001 and r=.695] for the pre-test and post-test means. The study concluded that strong positive learner perception towards integrating YouTube videos in teaching History and Government positively impacts on academic performance. The study therefore recommended a policy change to support integration of YouTube in the teaching of History and Government in public secondary schools in Kenya.