The Effect of Watching YouTube Math

San Pablo Diocesan Catholic Schools System
Liceo de Cabuyao
A. Mabini St. Brgy. Uno Cabuyao City Laguna
Junior High School Thesis Writing
S.Y. 2020 – 2021
The Effect of watching YouTube Math
and Science tutorial on the cognitive skills and
academic performance Among Grade 9
Junior High School Students in Liceo de Cabuyao
A Thesis Paper Presented to the
Grade Ten English Teacher
of Liceo de Cabuyao
In partial Fulfilment of the English and Math Requirements
for the Grade 10
Mr. Razel B. Munsod
English Teacher
April 2021
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Dedication
This thesis is entirely dedicated to the people who assisted the researchers in successfully
completing this analysis.
The researchers would like to express their heartfelt gratitude to their loved ones: families,
friends, and teachers, for their unwavering support, sacrifices, and contributions while they were
creating this report.
A special thanks to the researchers' caring and ever-supportive parents, whose advice and
words of encouragement gave the researchers the strength and trust to perform and defend this
report.
To the researchers' friends who have never left their side during the entire operation.
To the researchers’ English teacher and research instructor, Sir Razel B. Munsod, for
guiding the researchers and helping them learn on how to properly conduct a thesis paper.
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The researchers also dedicate and express their gratitude to their thesis mentor and adviser,
Ms. Jes Labrador for all of her encouragement and support during the process.
Above all, these accomplishments are sincerely dedicated to the Lord, for all of his
blessings, determination, gratitude, and courage. He is the primary reason that this study was
made possible. The researchers restore the glory with the assistance of the aforementioned
important people and the Lord. They have all been the researchers' staunchest supporters.
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Recommendation for Clearance
This thesis paper entitled “The Effect of watching YouTube Math and Science tutorial on the
cognitive skills and academic performance Among Grade 9 Junior High School Students in
Liceo de Cabuyao”, prepared and submitted by Group 4, who belongs to the section of Grade 10
– St. Polycarp in partial fulfilment of the requirements in the English subject, and for the
completion of the high school curriculum, which had been examined and is recommended for
English and Math Clearance.
Research substitution and

Research Coordinator Research adviser Academic Coordinator
Mr. Razel B. Munsod Ms. Jesmerald C. Labrador Ms. Jennelyn C. Racoma
Mrs. Josephine R. Buan
Principal – Liceo de Cabuyao
The Researchers,
Rivera, John Loyd C. Panganiban, Ken martin C.
Cartaño, Zyrhill A Arambulo, Maria Cyrome Johnila
Reyes, Angelica Liz
Alzona, Kiel Andrew C.
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Acknowledgement
The researchers' efforts, sacrifices, and enthusiasm had resulted in the completion of this
thesis. We'd like to thank everyone who contributed to this research.
First and foremost, we want to thank our Heavenly Father for making this possible, for the
encouragement and strength you have provided us, and for all of the challenges that the
researchers faced in the research process, which gave us motivation to continue and do our best
to make this study possible.
To our thesis adviser, Ms. Jes Labrador for her patience, time, effort, and critical
evaluation to achieve the purpose of the study.
To our class advisers, Ms. Joy Ann Canlas for their guidance throughout the study.
To Mr. Razel B. Munsod, for his full support in all the researchers’ requests for this
study, for making time for us, and giving effort in consulting this study.
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Whole-heartedly, the researchers want to express their appreciation to the respondents, The
Selected Grade 9 students of Liceo de Cabuyao, for their precious time and cooperation to
gather the necessary data relevant and significant for this study.
Abstract
This thesis entitled "The Effects of Watching YouTube Math and Science Tutorials on the
Cognitive Skills and Academic Performance among Grade 9 Junior High School Students S.Y.
2020-2021 in Liceo de Cabuyao" is seeking to answer the questions 1.)What are the effects of
watching Math and Science tutorials in cognitive skills in terms of memory and comprehension
and analytical skills, 2.) What is the effect of watching Math and Science tutorials in academic
performance in terms of written works and class participation and 3.)Is there a significant effect
of watching YouTube Math and Science tutorial to the cognitive skills and academic
performance of the students?
In this research, we used the descriptive method and we used the quantitative research
method to statistically analyze the date we gathered through an online survey.
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According to the results of the survey, table 4 shows that tutorial videos are very effective on
the analytical skills of the students. Table 5 shows that tutorial videos are very effective on the
memory and comprehension of the students. Table 6 shows that tutorial videos are very effective
on the written works of the students. And lastly, Table 7 shows that tutorial videos are very
effective on the class participation of the students.
In the conclusion of this study, the researchers prepared some suggestions for the students,
parents and teachers in order to help them to improve their skills through online video tutorial
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Table of Contents
Title Page 1
Dedication 2
Recommendation for Clearance 4
Acknowledgement 5
Abstract 6
Table of Contents 8
Chapter I
The Problem and Its Background
Introduction 10
Background of the Study 13
Objective of the Study 16
Theoretical Framework 16
Statement of the Problem 20
Conceptual Framework 21
Significance of the Study 22
The Scope and the Limitation of the Study 23
Hypotheses 23
Definition of Terms 24
Chapter II
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Related Studies and Literature

Self-efficacy 25
Videos promoting learning 28
Obsertional learning 29
Technology on learning 31
Local Studies and literature 34
Chapter III
Research Methodology
Research Method 36
Selection of the Respondents 37
Sampling Technique 37
Instrumentation 38
Data Gathering Procedure 40
Statistical Treatment 40
Chapter IV
Presentation, Analysis, and Interpretation of Data 41
Chapter V
Summary of Findings, Conclusion and Recommendations
Summary 76
Findings 77
Conclusion 78
Recommendations 78
Bibliography 79
Appendices 82
Curriculum Vitae 86
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CHAPTER I
The Problem and It’s Background
Introduction
Most of the students find Science and Math subjects the most difficult amongst their all
subjects. It can be cause of their different perspectives when hearing about the subjects. It might
be boring, hard or complicated for them. Math is an abstract subject. For students, learning
usually happens effectively when they can relate to it to real life. They might think it's irrelevant
and they won't use it in real life. In Science case, Science is very broad subject. It's a systematic
study of natural phenomena and discovery of things around us. Students might think that it's too
much information for them thus making it boring for them.
So why were these subjects important? Mathematics, and Science are made for improving
literacy and basic skills. Having knowledge of those subjects will allow you to access and
understand topics on higher education. Also it is the main source of the student’s academic report
card. Many of the students are having difficulties with this subjects. In able for them to pass the
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major subjects as well as to have access on higher education, students finds a study method that
will able to help them to understand the topics clearly. Watching online videos are one of the
effective study methods that they can use.
Educational videos have such a big influence into the education curriculum in this modern
technology era. Remarkably, modern teenage students make up 92% of the digital video viewing
audience. This is because of the popularization of social media and platforms that you can find in
the internet. In this era, almost each students have their own smartphones or any gadgets such as
laptops, computer and any digital gadgets; with this, they can undoubtedly access any sites that
will provide them information. One form to get these information is through watching some
educational or tutorial videos on online sites such as YouTube.
YouTube is a video distribution platform that provide millions of millions of videos that
anyone can access. It was founded by Chad Hurley, Steve Chen and Jawed Karim on February
14, 2005 and Now, It is one of the most visited sites that provide video contents for everyone.
Included in this content are educational or tutorial videos such as documentaries, info graphics,
subject’s tutorials and demonstration of Science experiments.
YouTube can really help students nowadays especially we’re currently in online classes.
Self-study is a must. YouTube is an extraordinary spot. We can actually access to the other
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countries about education. We don’t need to go outside to learn these days because YouTube is
already here to assist us. We just need a stable internet connection or data and also a smart
phone. YouTube provides a lot of source. For any sort of data or explanation on a theme,
understudies simply need to look for YouTube by entering the ideal title and various recordings
with comparable data will spring up on the screen. With the assistance of YouTube recordings,
you may present a theme, empower the students, clarify an action that is on the web, or simply
make it an expansion of your e-learning schedule. It is also easy to access with.
Online video tutorials are significant for those students having difficulties in comprehension
with major subjects such as Science, and Mathematics. Students finds an alternative way of
learning when they are having difficulties in their subjects, and online video tutorials serves an
alternative way of learning for students. This helps them in various ways not just from helping
them to comprehend clearly the subject topics but also helps them to look back on their past
topics and helps them in having advanced studies.
In this research were going to find out how tutorial videos improves understanding of
complex ideas especially major subjects that is hard to explain clearly to students. By using this
videos it can lessen the struggles and problems of the student regarding to the certain topic
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because it shows them complete illustration, procedure and process throughout the video and
they can replay it if they are still confused about it.
This study will also discover the effects of tutorial videos to the cognitive skills of a student
which involves skills to think, read, learn, remember, reason, and pay attention regarding to the
subjects that was involve and how it affect the academic performance of the students.
Generally speaking, the effect of watching online tutorials to students is important because
due to advancing technology, students might find easier methods of comprehending to their
subjects especially the two major subjects; Math and Science and the most accessible form
within this days is watching online tutorial videos. Through this study we can find if this form of
media can help the students in understanding their subjects and lesson; and if this help them to
pass their specified subject. Through this, we can help them to find a method that will lead them
to a successful school experience.
Background of the Study
The tutorial was first documented in the 15th century. And the discussion-based tutorials
which is reputed to have reached its unique status in the middle of the 19th century. The
University of Oxford is traditionally credited with having been the guiding influence behind the
establishment of the tutorial system and now during the modern generation the tutorials have
become videos, through the internet you can find on YouTube and YouTube is a service from
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Google that facilitates its users to upload videos and can be accessed by other users around the
world for free. Researchers are interested in investigating how the effect of YouTube media on
children's intelligence relates to the phenomenon of parents who have YouTube video shows to
optimize cognitive development for their children due to the availability of diverse video
material, often explicitly for children.
Mathematics begins by counting. However, to say that early counting was Mathematics is not
fair. Mathematics can only be said to have begun when some record of the counting was held
and, hence, some representation of numbers occurred. Mathematical history is almost as old as
mankind itself. Mathematics has been fundamental to developments in Science, engineering, and
philosophy since antiquity. The story of Mathematics is a long and impressive one, from the
notched bones of early men to the Mathematical advancements brought on by settled agriculture
in Mesopotamia and Egypt and the progressive inventions of ancient Greece and its Hellenistic
empire. Before the focus of Mathematical creativity shifted back to Europe in the late middle
Ages and Renaissance, the East carried on the baton, especially China, India and the medieval
Islamic empire. In Babylonia, Mathematics was founded in 2000 BC. Over a long time with a
number base of 60, a place value notation number system had developed earlier. It enabled large
numbers and fractions to be interpreted arbitrarily and thus proved to be the basis for
Mathematical development that was stronger. The Greeks inherited the Babylonian foundations
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of Mathematics and the Greeks started independent growth from about 450 BC. Zeno of Elea's
paradoxes contributed to Democritus' atomic theory. A more precise formulation of definitions
culminated in the understanding that all lengths were not represented by rational numbers. There
emerged a geometric formulation of irrational numbers. Area studies resulted in a form of
integration.
It was in the 17th century that modern Science was really born, and instruments such as the
telescope, microscope, clock, and barometer started to investigate the world more closely. It was
also at this time that scientific rules for phenomena such as gravity and the manner in which a
gas’s length, pressure and temperature are related began to be put forward. Science or
Systematic, Comprehensive, Investigation, Exploration of Natural, Causes and Effects is a study
of the emergence and development of systematic knowledge and also Science is like history
because Science gives general truth or explains the history of the past using scientific answers.
Science taught us many things like how the world moves, what are the things that first people
used in their time, the nature and origin of this universe without Science no one can explain or
answer our questions. There are five branches of Science Formal Science is the study of formal
language, Natural Science is the study of prediction, description, and understanding of Natural
Phenomena, Natural Science does have two branches; physical is about non-living systems and
life is a scientific study of life and organisms, Social Science is a study of relationships among
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individuals, Interdisciplinary Science involves two or more knowledge into one activity, lastly
the Applied Science is the study of knowledge of practical goals like inventing and technologies.
Science is connected in our daily lives and Science helps us to acknowledge the past and modern
history.
Objective of the Study
The main objective of this study is to identify the effects of the YouTube tutorial videos of
Math and Science to the students in Liceo De Cabuyao. Specifically this study aims to answer
how these kind of videos affect the cognitive skills of a students which have a significant role in
their learning. This study also seeks how does it affect their academic performance and if it help
them in studying. We were urge to seek answers from this study in order to help the students in
their academic journey. This study also targets to help students to achieve their full potential in
learning.
Theoretical Framework
Video has ended up an imperative portion of higher education. It is coordinates as portion of
conventional courses, serves as a foundation of numerous mixed courses, and is frequently the
most data conveyance component in MOOCs. Several Meta-analyses have appeared that
innovation can improve learning (e.g., Schmid et al., 2014), and numerous considers have
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appeared that video, particularly, can be a profoundly successful instructive instrument (e.g.,
Kay, 2012; Allen and Smith, 2012; Lloyd and Robertson, 2012; Rackaway, 2012; Hsin and
Cigas, 2013). In arrange for video to serve as a profitable portion of a learning involvement, in
any case, it is critical for the teachers to consider three components for video plan and usage
One of the essential considerations when developing instructive materials,, is cognitive load. The
cognitive load theory, at first enunciated by Sweller and colleagues (1988, 1989, 1994),
recommends that memory has a few components. Sensory memory is transient, collecting data
from the environment. Information from sensory memory may be selected for temporary storage
and processing in working memory, which have limited space. This handling could be a
prerequisite for encoding into long-term memory, which has for all intents and purposes
boundless capacity. Since working memory is exceptionally restricted, the learner must be
particular approximately what data from tactile memory to pay consideration to amid the
learning handle, a perception that has vital suggestions for making instructive materials.
Cognitive Load Theory suggests that any learning experience has three components. The first
of these is intrinsic load, which is natural to the subject under study and is determined in part by
the degrees of connectivity within the subject. The common example given to show a subject
with low intrinsic load is a word pair (e.g., blue = azul), whereas grammar is a subject with a
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high intrinsic load due to its various levels of connectivity and conditional relationships. The
second component is the germane load, which is the level of cognitive activity essential to reach
the preferred learning result- e.g., to make the comparisons, do the analysis, elucidate the steps
needed to master the lesson. The main objective of these activities is for the learner to
incorporate the subject under study into a schema of abundant connected ideas. The third
component of a learning experience is extraneous load, which is cognitive effort that does not
help the learner toward the desired learning result. It is usually characterized as load that arises
from a badly designed lesson (e.g., confusing instructions, extra information), but may also be
load that arises due to stereotype threat or imposter syndrome. These concepts are more fully
articulated and to some extent critiqued in an excellent review by de Jong (2010).
These definitions have implications for the design of educational materials and experiences.
Specifically, instructors should seek to minimize extraneous cognitive load, and should consider
the intrinsic cognitive load of the subject when constructing learning experiences, carefully
structuring them when the material has a high intrinsic load. Since working memory has a
limited capacity and data must be processed by working memory in order to be encoded in long-
term memory, it is necessary to encourage working memory to accept, process and submit only
the most relevant information to long-term memory (Ibrahim et al., 2012).
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The Cognitive Load Theory is a way of processing information. The working memory has two
types which is auditory memory and visual spatial memory. These are the two channels
according to Mayer and Moreno, 2003. These two channels has limited capacity but using the
both of them can create new information into existing cognitive structures and it also maximized
the memory’s capacity. The design techniques that manage cognitive load for both channels in
multimedia learning materials that promise to improve learning. In addition to the two main
assumptions of dual-channel processing and limited working memory capacity, Cognitive
Theory of Multimedia Learning recognizes the purpose of any study as “meaningful learning,”
which requires conscious processing such as paying attention to the material presented,
promoting the presented material in a coherent structure, and combining the presented materials
with existing knowledge (Mayer and Moreno 2003)
In addition, According to Ernawulan Syaodih and Mubair Agustin (2008: 20), cognitive
development concerns the development of thinking and how thinking activities work. In his life,
maybe children are faced with problems that require solutions. Resolving a problem is a more
complex step self-child. Before the child is able to solve the problem the child needs to have the
ability to find a solution. Husdarta and Nurlan (2010: 169) argue that development Cognitive is a
continuous process, but the results are not connection (continuation) of the results previously
achieved. These results differ qualitatively between one and the other. Children will pass through
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stages of cognitive development or period of development. Every period of development, the
child tries to find a balance between cognitive structure and experiences new. Imbalance requires
new accommodation as well as the transformation of the next period. Based on some of the
opinions above it was concluded that the factors cognitive have an important role for children’s
success in learning because most of the activities in learning are always related to the problem of
remembering and thinking. Cognitive development is intended so children are able to explore the
surrounding world through his five senses so that with the knowledge he got the child can live
his life.
Statement of the problem
This study aims to determine the effects of watching Math and Science tutorial videos to the
cognitive skills and academic performance of the selected Grade 9 students in Liceo De Cabuyao
and specifically aim to seek the answer of these questions.
1. What is the demographic profile of the respondent in terms of.
1.1 Age
1.2 Gender
2. What is the effects of watching Math and Science tutorials in cognitive skills in terms of.
2.1. Memory and comprehension
2.2 Analytical skills
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3. What is the effects of watching Math and Science tutorials in academic performance in terms
of.
3.1 Written works
3.2 Class participation
4. Is there a significant effect of watching YouTube Math and Science tutorial to the cognitive
skills and academic performance of the students.
Input Process
Output
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Significance of the study
The outcome of the study will give them awareness and knowledge on how Online Video
Tutorials affects their cognitive and academic skills and will give them a bright explanation on
how Online Video Tutorials will help them in several ways
Students- This study will be able to help them to achieve high grades on major subjects, as well
as their comprehension. Also will increase their memory.
Teachers- This study can help the teachers to give tips on how they can execute their teaching
techniques smoother and to find an easy way for the students to understand them like using
easier words and explanations.
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Parents- This study can help the parents to rely on YouTube when they don’t understand or
confused to a word or a phrase and also can ask for the help of YouTube to understand it more
clearly.
Future Researchers- It will provide them a good information, explanation and idea that they can
use as a guide for their thesis.
Scope and Delimitation of the Study
The location of this research is Liceo De Cabuyao that was located at A. Mabini St. Brgy.
Uno, Cabuyao City, Laguna.
This research is limited to the selected Grade 9 student of Liceo de Cabuyao S.Y 2020-2021
thus, making them the only respondent of the research.
The specified respondents will answer the problem that this research seeks which is the
effects of Watching YouTube Math and Science tutorial on the cognitive skills and academic
performance of the Selected Grade 9 students of Liceo de Cabuyao.
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Hypothesis
Ho: There is no significant Effects of Watching YouTube Math and Science Tutorial on the
cognitive skills and academic performance of the Selected Grade 9 Students of Liceo de
Cabuyao.
Ha: There is a significant Effects of Watching YouTube Math and Science Tutorial on the
cognitive skills and academic performance of the Selected Grade 9 Students of Liceo de
Cabuyao.
DEFINITION OF TERMS
The researchers defined the following conceptually and operationally for a better comprehension
of the study.
Age - the length of time an individual has lived or has existed.
Analytical skill - are the traits and abilities that allow you to observe, research and interpret a
subject in order to develop complex ideas and solutions.
Class participation - individual involvement on class.
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Cognitive skill - are the core abilities of respondents that used by our brain to think, read, learn,
remember, reason, and pay attention to.
Comprehension - knowledge and interpretation of respondent on what they’re watching.
Gender - two distinct sexes, female and male.
Memory- data that we have remembered from the past.
Phenomena - a fact or situation that is observed to exist or happen.
Respondent - refers to a person who gives a response or answer to a question that is asked
especially as a part of a survey.
Skills - the ability to do an activity or work well
Written works - includes writing instead of giving spoken responses.
CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES
In this chapter, literature and students made by foreign and local educators which are found
relevant in conducting the present study have been reviewed. Theories, findings, notion and
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different from scholarly researchers, journals and articles related to the effects of watching Math
and Science tutorial on the cognitive skills and academic performance of the selected grade 9
students of Liceo de Cabuyao A. Y 2020-2021 are presented to support and give background on
the present study.
Self- Efficacy
According to Bandura (1986), the way people see or judge their own skills to organize and
express actions to do a performance in which social cognitive theory suggest that it significantly
affect the way people will react, take an action or make a solution while facing a problem and it's
called self-efficacy. He also added that people seems too often act better on what they believe
they can do than what was their really skill is, these beliefs help them to know with the skills and
knowledge they have.
In addition, According to Bender, he suggested that a teacher should have considered that every
students have different learning style and preferences. He added that every student varies in their
ability and a facilitator should consider it to give them right attention and instructions for their
activities, Bender suggest the differentiating instruction in three areas: content, process and
product. This differencing instruction approach help the students in to maximising their learning
by teaching them in varying methods, style, resources and delivery (Hillier, 2011).
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When Mathematics teachers use technology effectively, more students are given the opportunity
to develop Math skills accurately, close their achievement gaps, and have a good opportunity for
a productive future especially those students who struggle. Using technologies, such as video
guides, by offering different methods and techniques for learners to understand historically
challenging concepts, will enhance student achievement in Mathematics (Darling-Hammond,
Zielezinski, & Goldman, 2014)
Hackett and Betz (1989) described Math self-capability as an assessment of students’ self-
confidence in their faculty in successful Math problem solving. This video tutorials gives
The students the resources that can help them to build their self-confidence. The student will
be no longer solving Math problems in solitary; they have these educative tutorial guides to raise
to and help them to build their confidence in their abilities.
As education providers pay attention to all of these numerous factors that play a role in why
Mathematics achievement scores are poor, technology has enabled them with relatively new
techniques to tackle these factors. The “flipped classroom, a novel combination of educators,
colleagues, and technology, is one of these new trends, where technology is used to use new tech
outside of class.
Students are supported with knowledge that may usually happen throughout actual classroom
teaching, such as providing video-based lessons to be watched before class at home, while class
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time in Mathematics is used for debate, collaboration and problem solving (Darling Hammond,
Zielzinski, & Goldman, 2014). Although the “flipped classroom has been tested in several
environments, with various backgrounds and cultures, little research is available on its efficacy.
The hybrid classroom, in which there is a combination of technology and conventional face-to-
face teaching, would be another new activity. Online content tutorials delivered outside of the
blended classroom enable students to track their learning time, speed, frequency and location.
Videos promoting learning
Recent studies shown that viewing is an active process to help a person to comprehend,
monitor and it helps the child's cognitive skills to promote learning rather than being what most
people think of viewing as an activity that displace the learning of students (Marshall, 2002, p.
7).
In addition according to Mayer (2001), watching is an activity that promote a high cognitive
performance for learning. “Well-designed multimedia instructional messages can promote active
cognitive processing in students, even when learners seem to be behaviourally inactive” (p. 19).
The content of the video is the most important part of it so it should be appropriate and fit into
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the viewer's skills for their future academic success. Few aspects of videos were demonstrated to
engage students in active learning are its address to multiple forms of intelligence, its use of
multiple modes for content delivery and its emotional appeal to viewers.
As per the theory of multiple intelligences of Gardner, a person has at least eight distinct
levels of intelligence in various strengths and interests: linguistic, cognitive, Mathematical,
spatial, musical, body-kinaesthetic, interpersonal, intrapersonal and naturalistic (Gardner, 2006).
“The relative strengths and weaknesses between these intelligences and between them dictate the
ways in which people it is a significant departure from the conventional intelligence viewpoint,
which really considers verbal and analytical capacity (Brualdi, 1996).are information, perceive
the world and learn” (Marshall, 2002, p. 8).
The theory of Gardener suggests that the manner in which subject matter is conveyed will affect
the individual’s learning ability, and teachers need to consider all of these intelligences into
account in instruction planning (Brualdi, 1996). While the traditional textbooks frequently take a
primarily linguistic appeal to learning, the video’s various modes can take a various ways of
approaches such as aesthetic, logical or rational, in addition. Linguistic, thus addressing the
necessity a broader range of learners: “These ‘multiple entry points’ into the content are
especially valuable in a formal educational setting, as they offer greater accommodation to the
multiple intelligences of a diverse group of students” (CPB, 2004, p. 7)
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Observational learning
A significant hypothetical establishment for building up the video instructional exercise in this
investigation is Bandura’s (1986) hypothesis of social psychological social and his viewpoint on
the investigation of perception. As per this hypothesis, a large proportion of the knowledge of an
individual is acquired through direct observation of others. In other words, people learn from
observation in a task performance model. However, a modelled task performance may not be
enough for people to understand and seal relevant knowledge for learning. Therefore,
Demonstration-Based Training (DBT) was developed, which aims to develop specific
knowledge, skills, and heights through the systematic design and use of complementary teaching
features (Rosen, et al., 2010). In DBT, these features are integrated into four main processes
involved in the study of observation, such as Bandura’s (1986) identification. These processes
are discussed below, along with (a selection of) corresponding instructional features aimed at
supporting these processes.
These forms are talked about underneath, together with (a determination of) the comparing
guidelines highlights that aim to bolster these forms. Attentional forms. Attention alludes to the
method of spectators specifically going to particular discernible activities according to their
availability, pertinence, complexity, and useful esteem (Bandura, 1986). Attentional forms are
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the primary step in observational learning. They impact maintenance, production and
motivational forms. Due to human’s constrained cognitive capacity of working memory,
consideration must be coordinated to the foremost fundamental portion in an assignment
achievement. Insignificant data can as a rule be dismissed. Two guidelines highlights that can
start and support consideration are portrayal, and highlighting (Grossman et al. 2013). Both
features were used to create the videos in the present analysis. In addition, we’re talking about
user control and video speed & length. User control ensures that learners have the ability to
manipulate video playback (Van derMeij and Van der Meij, 2013. In the present study, both
characteristics were waged to create videos. Furthermore, we explore user control, pacing and
length of the video. User control ensures that learners have the ability to affect playing of the
videos (Van derMeij and Van der Meij, 2013). In this video tutorial we are learning, learners can
start, pause, stop, restart and turn the video backward or forward. In addition, the efficiency of
user control has been affected by the characteristics of the learners and the tutorial. Boucheix and
Schneider (2009) found that user access only increased Learning from low-capacity learners. In
addition, they have shown that user control only has a beneficial effect on relatively complex
tasks rather than simple tasks.
Technology on Learning
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With the arrival of the net, teachers now have a greater opportunity to access a range of
educational materials that may be used to enhance student-centred learning skills within the
classroom. Analyse and have interaction in many student interactions. The readiness of online
materials from videos, slides, games, interactive software, and more are often found to help
teachers in fulfilling their teaching and learning (Keengwe, Onchwari, & Onchwari, 2009).
Teachers accept that with the event of social media and academic technologies, content
knowledge is often developed and disseminated faster than ever before.
According to (Atkinson, Billing, Desmond, Gold, & Tournas-Hardt, 2007; Kudryavtsev, Krasny,
Ferenz, & Babcock,2007), Everyone have access to the internet nowadays because you can get
gadgets and other stuffs easily even the low income wagers, with connection with this, use of
media or videos were popular as well. In reality utilize of film and recordings to complement
lessons has been broadly progressed back inside the 1950s (Marchionini, 2003).
The openness of teacher propels and self-produced recordings set on YouTube as well had made
teaching more energizing. Various considers almost investigated utilize of YouTube for
guideline and learning completely different disciplines such as in nursing (Clifton & Mann,
2011; Agazio & Buckley, 2009; Skiba, 2007), in guideline English as an Exterior Lingo (EFL)
(Kelsen, 2009) and various others. In nursing for outline, Clifton and Mann (2011), found that
utilize of YouTube recordings extended understudy engagement, fundamental minds.
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YouTube is also used in Taiwan as a supplementary content for EFL learners. A survey of 69
sophomore students was conducted by Kelsen (2009) and found that they classified the use of
YouTube to learn English favourably as being interesting, appropriate and beneficial. Sixty-one
graduates and twenty undergraduate students participated in a study using the Moviemaker
program to design lessons on material learned in the classroom in another study, Participants
submitted completed film tutorials to the Web-based website. The findings showed that the
approach of the YouTube tutorial had a major positive impact on perceived learning by students
(Fralinger & Owens, 2009). It is clear that YouTube videos in different fields have had positive
impact on teaching and learning.
In teaching, the popularity of videos comes from the combination of pictures and audio. As such,
it will be capable of generating a powerful tool that teachers can use to help illustrate concepts
while at the same time educating students with multi-sensory content. This would definitely
allow educators to make it easier to illustrate abstract concepts and processes by using
visualization that can be provided by images (Chee, 1995; Casey, 1996). The usefulness of using
videos in teaching is more evident among distance teaching students who do not need face-to-
face teaching (Chang, 2004). Studies have shown, however, that the use of videos might not only
be restricted to distance learning students per se. This is because the growth of Technology has
created greater possibilities for easier distribution of instructional videos and can therefore be
extended at all levels of education as long as internet connections are available (Vural, 2013).
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Vural (ibid) also stated that there seemed to be a lack of research carried out on the use of
YouTube videos assisted by interactive activities. We analysed the use of YouTube videos
accompanied by interactive exercises in this study in an effort to stimulate students'
understanding of critical thinking using an action research approach. Given the abundance of
such materials from different websites on the Internet, an interest in assessing the efficacy of the
use of YouTube videos was prompted.
Local Studies and Literature
According to a study of (Mendoza, Caranto and David, 2015), Video presentation in students
learning have a good repercussions in academic performance of a student. There is also a
noticeable difference when they were grouped based on their performance.
Furthermore According to Alexa Internet company, Since YouTube have a localized version in
Philippines they gained a lot of subscribers and was the second most popular site on the country
and According to Lapena (2011), YouTube also gained popularity by engaging with television
networks and local celebrities.
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An investigation by AC Nielsen revealed that nearly half of the internet users of the Philippines
have the age range of 12 - 19, 45 percent out of 1.5 million users and it's also expected to grow
as the technology gain more popularity.
An effective to very effective outcome of activities using digital videos was proven by an
investigation by Escalada and Zollman, (1997). It was conducted on a physics classroom and
majority of the students agreed that it help them to understand physics lessons. They also said
that the materials and elements that were used actually were not hard to use.
Harwood and Mcmahon (1997) explore the impact of improving an integrated video media
program on the success and attitudes of students in a First-Year-General-High-School in
Chemistry course. Results indicate that all students who received the integrated video medium
scored far higher than those students who did not receive video intervention. Student interviews
revealed that video enhancement could include visual and verbal content that was unique,
meaningful, and important to the lives of students outside of school.
A research conducted by Barredo (1997) determined if the use of videotapes improved the
degree of interest and student achievement than the use of a one-dimensional image in the
learning of chosen biology concepts. These researchers indicated that the use of videotapes was
successful in increasing the level of achievement of students in Photosynthesis, Protein Synthesis
and Cell Replication. In addition, this impact was true among the slow learners. However, the
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students' level of interest was the same when they were exposed to videotapes or one-
dimensional photographs. Variables like gender, race, monthly family income, and parental
qualifications did not influence the level of interest and achievement of students. The study also
concluded that the interest in Science was not associated with the success or achievement of
students.
Lorenzo (1998) degree the contrast of the effects of utilize and non-use of recorded lessons on
students’ classroom interaction, achievement and maintenance in Math. In spite of the fact that it
signified that understudies learned something from the recorded lessons, there was no significant
contrast within the accomplishment and retention of the exploratory and control bunch in Math.
Lastly, According to Alvarez (1998) a noticeable change in post test scores were recorded
from the group of students who were introduced to media based learning. But on the other side,
there were no change in scores during their pre-test.
CHAPTER III
Research Methodology
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This chapter discusses the methodology of the study conducted by the researchers. It includes the
research method, data gathering procedure, research instrument, and selection of respondents,
sampling technique, statistical instrument and statistical treatment used in this study.
Research Method
Descriptive method of research was used by the Researchers in collecting, summarizing,
and analysing data for this research. Important data and information required in this research
were collected from various sources. Descriptive method is used to precisely and detailed
elucidate a population, situation, or phenomenon. The method is capable of answering what,
when, where, and how. It can be quantitative or qualitative (Shona McCombes 2020). The
researchers used descriptive method for the reason that the question of this research are able to
determine by using numerical data or statistics
Selections of Respondents
The Grade 9 students from Liceo de Cabuyao were asked to fill up the survey questionnaire. The
study required 103 Grade 9 students of Liceo de Cabuyao for Academic year 2020-2021.
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Sampling Technique
In this study, we use the simple random sampling technique. We use this technique to choose
from the population of respondents. By using this technique everyone in the selected locale have
equal chances to be selected. The goal of this technique is to give even probability and avoid
being biased. This simple random technique will help to show how many students per section of
grade 9 will have the chance to be a respondent with the help of 5% margin and the total
population of grade 9.
Table 1. Number of Respondent
Section Number of Respondent
St. Albert The Great 26
St. Lorenzo Ruiz 26
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St. Joseph The Worker 26
St. Paul The Apostle 25
TOTAL 103
Instrumentation
We, the researchers use a 20 item survey questions in order to seek the answers for this
research. We made sure that this instrument go through validation and checking. Through this,
we can ensure to receive some good feedbacks and answers from the respondents in order to
solve the question that this research was seeking.
Rating Scale Description Verbal
Interpretation
5 4.19 – 5.00 Always Extremely Effective
4 3.40 – 4.18 Sometimes Very Effective
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3 2.60 – 3.39 Every once in a while Effective
2 1.80 – 2.59 Rarely Slightly Effective
1 1.00 – 1.79 Never Not Effective
Table 2. Likert Scale
Data Collection Procedure
For the preparation to produce the instruments or questionnaire, the researchers gather
information and handpick some data that will connect to the research question. The researchers
firstly red a lot of articles, past researches and explore variety of sites to seek the right and
appropriate data.
After that, the researchers deliberate their thoughts to produce a questionnaire. This survey
questions will then be given to the chosen respondents. The researchers made sure that the words
on the survey were easy to understand to ensure that their answers were accurate. The
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respondents were given enough time to carefully answer the survey. After all these, the result on
the survey was calculated, tallied and scored.
Statistical Treatment
Weighted Mean is a type of mean that is calculated by multiplying the probability associated
with a particular event or outcome with its associated quantitative outcome and then summing all
the products together.
Standard Deviation is a statistic treatment that measures the dispersion of a dataset relative to
its mean.
T test is a type of inferential statistic used to determine if there is a significant difference
between the means of two groups
CHAPTER IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter is concerned with the presentation, analysis, and interpretation of the data
gathered to answer the sub-problem through situations relative to the main problem of the study
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and determine the “The Effect of watching YouTube Math and Science tutorial on the cognitive
skills and academic performance Among Grade 9 Junior High School Students in Liceo de
Cabuya
Table 3. Demographic profile of the respondents in terms of age
Age Frequency
13 1
14 43
15 58
16 1
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Total: 103
Gender theory is a concept of masculine, feminine, and/or queer activity in any given
context, culture, environment, or area of study (including, but not limited to, literature, history,
sociology, education, applied linguistics, religion, health Sciences, philosophy, cultural studies).
The words sex apply to physically identifiable human body divisions such as female and male or
intersex (i.e., nature), while the terms gender refer to social norms, responsibilities, and attitudes
such as feminine and masculine (i.e., what is nurtured). However, others contend that biological
identity is often socially formed, and that masculine and feminine attitudes may be embedded in
physiology as well (Halberstam, 1998; Fausto-Sterling, 2000). In certain languages, the word
gender may also be used as a morphological form (such as the masculine or feminine used for
syntactic meaning in French)
Figure 2. Demographic profile of the respondent in terms of gender
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Science is unmistakable, a child is learning from the moment he or she is born. Babies and
toddlers, on the other hand, are either studying or resting. And, from birth to the age of five, an
infant develops at a pace unrivalled for the remainder of his or her life! Crucial brain associations
are formed during these years, as more than 85 percent of a child's brain is formed. These
relations aid in the development of essential education, social, and cognitive skills, which serve
as the foundation for learning
Table 4. The status of the effect of watching YouTube Math and Science tutorials in terms of
analytical skills
Analytical skills WM SD Remarks
1. Video tutorials helps me to

4.04 0.66
analyse complex topics. Very Effective
2. I find watching YouTube video
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tutorials helpful me to have a Very Effective
better conclusion on scientific 4.08 0.78
problems.
3. I think YouTube tutorial eases
the difficulty of understanding 3.87 0.94 Very Effective
complex Math problems.
4. I can analyse the Science
experiment well if there were 4.19 0.75 Very Effective
video guide to follow.
5. Math problems were easy for
me if it was presented by a video 3.78 1.04 Very Effective
tutorial.
General Weighted Mean and
Standard Deviation 3.99 0.83 Very Effective
Table 4 shows the effect of watching tutorial videos to the analytical skills of the students. The
remarks we got is that the YouTube tutorial videos is very effective on the analytical skills of the
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students. The question which got the highest score is 4 with 4.19 while 5 have the least score of
3.78.
The second element of any learning opportunity is germane load, which is the level of
cognitive activity required to achieve the desired educational outcomes, such as recognizing
relevant information, evaluating data, and assisting us in understanding the steps necessary to
comprehend the lesson. The main goal of both of these exercises is for the student to integrate
the subject being studied into a complex network of suggestions. The Extraneous load is the third
component of an experiential learning, which is a mental task that doesn't contribute the learner
in achieving the desired learning result. It is sometimes described as the outcome of a poorly
designed lesson (e.g. confusing directions, additional details) but it is possible that load is caused
by a stereotype threat or an imposter syndrome. (de Jong's, 2010).
Table 5. The status of the effect of watching YouTube Math and Science tutorials in
terms of memory and comprehension.
Memory and comprehension

WM SD Remarks
6. I think video tutorials sharpen 3.86 0.88 Very Effective

my memorization
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7.I think watching tutorial videos

serves as a guide to enhance my 4.16 0.80 Very Effective
comprehension skills
8. I think watching tutorials can

even help to broaden my
understanding of complex 4.07 0.82 Very Effective
problems
9. I use tutorial videos to recall
my previous lesson 3.66 1.15 Very Effective
10. I understand the lessons better
if the teacher uses some tutorials Very Effective

3.85 0.89
videos
General Weighted Mean and 3.92 0.91 Very Effective
Standard Deviation
Table 5 shows the effect of watching tutorial videos to the memory and comprehension of the
students. The remarks we got is that the YouTube tutorial videos is very effective on the memory
and comprehension of the students. The question which got the highest score is 7 with 4.16
while 9 have the least score of 3.66.
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Studies have shown that the use of short video clips allows for better memory processing and
visualization. The natural sight and hearing of videos that appeal to a wide audience allows each
user to process information in a way inherent to them. In short, videos are good teachers. (Max
Bevan, 2020)
terms of written works.
Written works
WM SD Remarks
1. I take down notes when 3.59 1.14 Very Effective

watching tutorial videos.
2. I use lessons on tutorial videos

to as a guide for school works. 3.86 0.87 Very Effective
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3. It can make my paper works

easier to do. 4.05 0.82
Very Effective
4. I use tutorial videos than actual
teaching in making my school 3.31 1.09 Effective
works.
5. Watching tutorial videos helps
making a reviewer easier. 3.75 1.02 Very Effective
Standard Deviation
Table 6 shows the effect of watching tutorial videos to the written works of the students.
The remarks we got is that the YouTube tutorial videos is very effective on the written works of
the students. The question which got the highest score is 3 with 4.05 while 4 have the least score
of 3.31.
Instructors may use tools like HapYak to insert questions directly into videos and provide
input based on student responses. In a study of pre-service teachers, Vural compared the impact
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of video with embedded questions, finding that the embedded questions increased students'
performance on subsequent quizzes (2013)
terms of Class Participation.
Class Participation
WM SD Remarks
6. I find YouTube helpful to my 3.95 0.84 Very Effective

school activities.
7. I watch YouTube tutorials

when there's a recitation coming. 2.58 1.20 Slightly Effective
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8. I find YouTube helpful to

understand my major subjects. 3.64 1.04
Very Effective
9. It help me to cope up with
lessons during this pandemic. 3.97 0.89 Very Effective
10. It help to me to become more
cooperative especially in class. 3.66 0.92 Very Effective
Standard Deviation
Table 7 shows the effect of watching tutorial videos to the class participation of the students. The
remarks we got is that the YouTube tutorial videos is very effective on the class participation of
the students. The question which got the highest score is 9 with 3.97 while 7 have the least score
of 2.58.
When using video clips in the classroom, shorter clips (approximately five to ten minutes) can
help students learn information without being too lost or losing their focus. Longer videos are
also effective - however, their total length should usually be limited to no more than thirty
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minutes. Displaying video clips in short segments and maintaining the total length contained in a
short running time helps to keep the attention of the viewers. (Max Bevan, 2020)
Survey result on the effects of of watching YouTube Math and Science tutorials in terms of
analytical skills.
Figure 3.1 Video tutorial helps me to analyse complex topics
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Figure 3.1 shows that out of 103 respondents 21 percent of them always feels that video
tutorials help them to analyse complex topics, 65 percent of them feels it sometimes, 10.7
percent choose every once in a while, 2.9 percent pick rarely and none of them voted for never.
Figure 3.2 I find watching YouTube video tutorials helpful for me to have a better conclusion on
scientific problems
Figure 3.2 shows that out of 103 respondents 30.1 percent of them find watching YouTube
video tutorials helpful for them to have a better conclusion on scientific problems, 53.4 percent
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of them feels it sometimes, 11.7 percent choose every once in a while, 4.9 percent pick rarely
and none of them voted for never.
Figure 3.3 I think YouTube tutorial eases the difficulty of understanding complex Math
problems.
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Figure 3.3 shows that out of 103 respondents 25.2 percent of them think YouTube tutorial
eases the difficulty of understanding complex Math problems., 49.5 percent of them thought
sometimes, 13.6 percent choose every once in a while, 10.7 percent pick rarely and 1 percent of
them voted for never.
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Figure 3.4 I can analyze the Science experiment well if there were video guide to follow.
Figure 3.4 shows that out of 103 respondents 35.9 percent of them think YouTube tutorial
videos help them to analyse Science experiments well, 49.5 percent of them thought sometimes,
10.7 percent choose every once in a while, 3.9 percent pick rarely and none of them voted for
never.
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Figure 3.5 Math problems were easy for me if it was presented by a video tutorial
Figure 3.5 shows that out of 103 respondents 27.2 percent of them think Math problems were
easy if it was presented by a video tutorial, 40.8 percent of them thought sometimes, 17.5 percent
choose every once in a while, 12.6 percent pick rarely and 1.9 percent of them voted for never.
memory and comprehension.
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Figure 4.1 I think video tutorials sharpen my memorization
Figure 4.1 shows that out of 103 respondents 22.3 percent of them think video tutorials sharpen
their memorization, 49.5 percent of them thought sometimes, 18.4 percent choose every once in
a while, 9.7 percent pick rarely and none of them voted for never.
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Figure 4.2 I think watching tutorial videos serves as a guide to enhance my comprehension
skills
Figure 4.2 shows that out of 103 respondents 38.8 percent of them think watching tutorial
videos serves as a guide to enhance their comprehension skills, 43.7 percent of them thought
sometimes, 13.6 percent choose every once in a while, 3.9 percent pick rarely and none of them
voted for never.
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Figure 4.3 I think watching tutorials can even help to broaden my understanding of complex
problems
Figure 4.3 shows that out of 103 respondents 32 percent of them think watching tutorials can
help to broaden one’s understanding of complex problems, 48.5 percent of them thought
sometimes, 15.5 percent choose every once in a while, 2.9 percent pick rarely and 1 percent of
them voted for never.
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Figure 4.4 I use tutorial videos to recall my previous lesson
Figure 4.4 shows that out of 103 respondents 27.2 percent of them use tutorial videos to
recall their previous lesson, 36.9 percent of them thought sometimes, 17.5 percent choose every
once in a while, 13.6 percent pick rarely and 4.9 percent of them voted for never.
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Figure 4.5 I understand the lessons better if the teacher uses some tutorial videos
Figure 4.5 shows that out of 103 respondents 20.4 percent of them understand the lessons
better if the teacher uses some tutorial videos, 55.3 percent of them thought sometimes, 15.5
percent choose every once in a while, 6.8 percent pick rarely and 1.9 percent of them voted for
never.
written works.
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Figure 5.1 I take down notes when watching tutorial videos.
Figure 5.1 shows that out of 103 respondents 20.4 percent of them take down notes when
watching tutorial videos, 45.6 percent of them thought sometimes, 11.7 percent choose every
once in a while, 17.5 percent pick rarely and 4.9 percent of them voted for never.
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Figure 5.2 I use lessons on tutorial videos to as a guide for school works
Figure 5.2 shows that out of 103 respondents 23.3 percent of them use lessons on tutorial
videos to as a guide for school works, 48.5 percent of them thought sometimes, 19.4 percent
choose every once in a while, 8.7 percent pick rarely and none of them voted for never.
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Figure 5.3 It can make my paper works easier to do
Figure 5.3 shows that out of 103 respondents 32 percent of them thinks watching tutorial videos
can make their paper works easier to do, 46.6 percent of them thought sometimes, 16.5 percent
choose every once in a while, 4.9 percent pick rarely and none of them voted for never.
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Figure 5.4 I use tutorial videos than actual teaching in making my school works.
Figure 5.4 shows that out of 103 respondents 13.6 percent of them use tutorial videos than actual
teaching in making their school works., 36.9 percent of them thought sometimes, 18.4 percent
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Figure 5.5 Watching tutorial videos helps making a reviewer easier.
Figure 5.5 shows that out of 103 respondents 23.3 percent of them thinks watching tutorial
videos helps making a reviewer easier, 45.6 percent of them thought sometimes, 17.5 percent
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Figure 6.1 I find YouTube helpful to my school activities
Figure 6.1 shows that out of 103 respondents 26.2 percent of them find YouTube helpful to their
school activities, 49.5 percent of them thought sometimes, 17.5 percent choose every once in a
while, 6.8 percent pick rarely and none of them voted for never.
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Figure 6.2 I watch YouTube tutorials when there’s a recitation coming
Figure 6.2 shows that out of 103 respondents 6.8 percent of them watch YouTube tutorials
when there’s a recitation coming, 18.4 percent of them thought sometimes, 22.3 percent choose
every once in a while, 31.1 percent pick rarely and 21.4 percent of them voted for never.
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Figure 6.3 I find YouTube helpful to understand my major subjects
Figure 6.3 shows that out of 103 respondents 19.4 percent of them find YouTube helpful to
understand my major subjects, 46.6 percent of them thought sometimes, 15.5 percent choose
every once in a while, 15.5 percent also pick rarely and 2.9 percent of them voted for never.
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Figure 6.4 It help me to cope up with lessons during this pandemic
Figure 6.4 shows that out of 103 respondents 29.1 percent of them think tutorial videos help
them to cope up with lessons during this pandemic, 46.6 percent of them thought sometimes,
16.5 percent choose every once in a while, 6.8 percent also pick rarely and 2.9 percent of them
voted for never.
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Figure 6.5 It help to me to become more cooperative especially in class
Figure 6.5 shows that out of 103 respondents 15.5 percent of them think tutorial videos help
them to become more cooperative especially in class, 47.6 percent of them thought sometimes,
27.2 percent choose every once in a while, 6.8 percent also pick rarely and 2.9 percent of them
voted for never.
Table 8 Test of significant effect of watching YouTube Math and Science tutorial videos to the
academic performance in terms of analytical skills.
Criteria Mean df Comp T-Value Critical T- Remarks
Value
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Academic Performance 87.98

102 285.1131 1.65993 Significant
Analytical skill 3.99
Table 8 shows that analytical skill is significant on the academic performance of the students
therefore watching tutorial videos have significant effects to the grade 9 students.
Critical thinking is thinking act based on knowledge, available, evidence, exploration and
information to come up with a logical assumption. Therefore critical thinking should be
prioritized and promote by instructors as a practice skill for students. Analytical/critical thinking
is mostly associated with directed thinking, i.e., solving problems, seeking the truth and
comprehension development, with the focus on a desired outcome (Stella 2003).
Analytical thinking is blended with critical, especially as a part of undertaking problem solving,
considered significant for providing the skills required to prepare children for a more complex
life and work environment in 21st century. Thus, it is important in the classroom to promote
thinking ability comprising six dimensions; applicative, conceptual, analytical, synthesis,
creative and critical thinking
(Chareonwongsak, 2002, 2003; chaijaroen sumalee and others, 2006).
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academic performance in terms of memory and comprehension.
Value
Memory And 102 285.1131 1.65993 Significant
comprehension 3.92
Table 9 shows that memory and comprehension is significant on the academic performance of
the students therefore watching tutorial videos have significant effects to the grade 9 students.
Working memory (WM) is one of our core cognitive functions, allowing us to keep
information in mind for shorter periods of time and then work with this information. It is the
gateway that information has to pass in order to process consciously. As a result, a well-
functioning WM is critical for a variety of daily activities, including learning and academic
success. (Gathercole et al., 2003; Bull et al., 2008)
academic performance in terms of written works
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Value
Written 102 289.9654 1.65993 Significant
works 3.71
Table 10 shows that written works is significant on the academic performance of the students
therefore watching tutorial videos have significant effects to the grade 9 students.
Learning how to write short paragraphs and essays is one of the terrific experiences for school
students, but it is also one of the essential skills. If children do not attempt to learn writing skills
at a young age, they will face difficulties in mastering the skill in their future. However, it is true
that a student must have sufficient ability to write a sentence together accurately. (Cdadmin,
2019)
academic performance in terms of class participation
Value
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Liceo de Cabuyao
S.Y. 2020 – 2021
102 276.8415 1.65993 Significant
Class
participation 3.56
Table 11 shows that class participation is significant on the academic performance of the
students therefore watching tutorial videos have significant effects to the grade 9 students.
The importance of class participation in student education cannot be overestimated. Students
learn to communicate themselves in a way that others will understand when they speak up in
class. They learn how to gain knowledge to improve their own understanding of a subject as they
ask questions. Teachers should use class participation as a valuable learning tool. You can learn
what students don't understand by asking them questions, and you can change the teaching
accordingly.
CHAPTER 5
SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATIONS
Page | 76
Liceo de Cabuyao
S.Y. 2020 – 2021
This chapter presents the summary of findings, corresponding conclusions, and
recommendations. The purpose of this study is to know The Effect of watching YouTube Math
and Science tutorial on the cognitive skills and academic performance Among Grade 9 Junior
High School Students in Liceo de Cabuyao
Summary
The title of this research is the effects of watching YouTube Math and Science tutorial to the
cognitive skills and Academic performance of grade 9 students of Liceo de Cabuyao. The main
goal of our study is to seek answers if these tutorial videos were effective and significant to the
students. We found out the demographic profile of the students by their age and gender. To know
the effect on the analytical skills, memory and comprehension, written works, and class
participation we conduct an online survey which got answered by a total of 103 respondents. The
statistical treatment we used are general weighted mean, standard deviation, and t-test.
Findings
Based on the gathering data, the following were the findings of the study:
Page | 77
Liceo de Cabuyao
S.Y. 2020 – 2021
1. The main purpose of our research is to know the effectiveness of watching YouTube
Math and Science Tutorials to the cognitive skills and academic performance of a Grade 9
student
2. It focus the effects of watching YouTube Math and Science Tutorials to the cognitive
skills and academic performance of the students. The status of demographic profile of the
students is both gender and age. The age is determined by counting both female and male
participants to determine the overall percentage of gender. The status of effect of watching
YouTube Math and Science Tutorials to the cognitive skills in terms of analytical skills, memory
and comprehension, and in academic performance in terms of written works and class
participation. All factors for this study are being answered through the survey taken by the
respondents.
3. The total of grade 9 is 138 students we use Slovin’s formula with the margin of 5% to
know the number of respondents.
4. The procedures that we conducted on our research is through online survey to get the
effect of all factors given on the SOP, the treatment for the data that we used are GWM, SD and
t-test.
Conclusions
Page | 78
Liceo de Cabuyao
S.Y. 2020 – 2021
1. The study shows that there are significant effects on watching YouTube Math and Science
tutorials to the cognitive skills and academic performance of Grade 9 students.
2. The research also shown that watching tutorial videos is very effective and helpful to the
students especially to their analytical skills, cognitive skills, and memory and comprehension.
3. The study results revealed that this research has alternative hypothesis means that there is a
significant effect.
Recommendation
Accordance with our findings and conclusions, we, the researchers would recommend the
following statements.
1. Students shouldn’t be hesitant to use modern day educational platforms like YouTube’s
tutorial videos as it might help them to grow as students.
2. Teachers may consider to encourage students to watch tutorials videos as it helps them to
analyse and memorize their lessons,
3. And help them to grow more active in class specifically through written works and class
participation.
Page | 79
Liceo de Cabuyao
S.Y. 2020 – 2021
4. Teachers may consider also to use these kind of videos because it come out as very effective
to the learning of the students.
5. Future researcher may use this thesis as a reference if they also wants to find out what is the
effects of watching Math and Science tutorial videos on the cognitive skills and academic
performance of a student.
Bibliography
Chapter 1
Introduction
https://gradepowerlearning.com/why-students-struggle-with-math/
Background of the Study
https://www.engadget.com/2016-11-10-the-history-of-youtube.html
https://www.open.edu/openlearn/history-the-arts/history/history-science-technology-and-
medicine/history-science/brief-history-science
https://www.storyofmathematics.com
https://mathshistory.st-andrews.ac.uk/HistTopics/History_overview
CHAPTER 2
RRL
Page | 80
Liceo de Cabuyao
S.Y. 2020 – 2021
https://www.google.com/amp/s/www.nextthoughtstudios.com/video-production-blog/
2017/1/31/why-videos-are-important-in-education%3fhs_amp=true
https://www.google.com/url?sa=t&source=web&rct=j&url=https://files.eric.ed.gov/fulltext/
EJ1106357.pdf&ved=2ahUKEwjVlJyXvejvAhUs
2EKHZ5mCNAQFjAAegQIAxAC&usg=AOvVaw0dCdXbh_g_NhT9P4mmjqlT
https://www.google.com/url?sa=t&source=web&rct=j&url=http://www.apjmr.com/wp-content/
uploads/2014/09/APJMR-2014-2-121.pdf&ved=2ahUKEwjznqbT5-
jvAhXHZt4KHQWuBWsQFjAAegQIAxAC&usg=AOvVaw2v3GV7tWLC5LAWjMckV78H
https://www.researchgate.net/publication/
311574183_Efficacy_of_Math_Video_Tutorials_on_Student_Perception_and_Achievement
https://www.google.com/url?sa=t&source=web&rct=j&url=https://files.eric.ed.gov/fulltext/
EJ1070444.pdf&ved=2ahUKEwiPiNv26ujvAhUWa94KHVYaC4QQFjAAegQIBRAC&usg=A
OvVaw1J6kOoQrnlLaa2mv5TdbbL
https://www.google.com/url?sa=t&source=web&rct=j&url=https://essay.utwente.nl/69309/
&ved=2ahUKEwjpgv-d6-
jvAhXMb94KHWQBDi8QFjACegQIGxAC&usg=AOvVaw1Se6uu7vn_i_bC3kXN0XR3
Page | 81
Liceo de Cabuyao
S.Y. 2020 – 2021
https://www.google.com/url?sa=t&source=web&rct=j&url=https://www.safarimontage.com/
pdfs/training/usingeducationalvideointheclassroom.pdf&ved=2ahUKEwietca56-
jvAhXIbt4KHdcaDKUQFjAKegQIIRAC&usg=AOvVaw0Pm_oIoY9ALuGG3fXN7mSA
Chapter 4
https://cft.vanderbilt.edu/guides-sub-pages/effective-educational-videos/
https://www.readingfoundation.org/learning-begins-at-birth
https://link.springer.com/referenceworkentry/10.1007%2F978-94-007-0753-5_1137https://
www.theasianschool.net/blog/importance-of-writing-skills-for-students/?
fbclid=IwAR13W3X6opuHkrDgCVHEzFdQbNiOH_0NXb17jLjQO3wgtDaPOsAx-
L3W4t0https://l.facebook.com/l.php?u=https%3A%2F%2Fwww.educationworld.com%2Fa_curr
%2Fshore%2Fshore056.shtml%3Ffbclid
%3DIwAR1du8LtKkagiufVncG8LEV_8fzbVQDSV5RB3b31ziKGB9SoXIU-Sv-
WLmY&h=AT1kt6A9KkgrSl3sIDmliHkObiZZBKlIt3L19YcBryz2vYuEi6_CNZMquQnl88yv3
VEfixR4irWR4ytlNxD694f_fmwr22oquL--kpgqVUFbz46A--fP-B5vlZHhI7sA52__CA
Appendices
The Effect of watching YouTube Math and Science tutorial on the cognitive skills and
academic performance Among Grade 9 Junior High School Students in Liceo de Cabuyao
Page | 82
Liceo de Cabuyao
S.Y. 2020 – 2021
Hello! We are Jhon Loyd Rivera, Zyrhill Cartaño, Ken Panganiban, Denisse Guire,
Kiel Alzona, Liz Reyes, Johnila Arambulo, as a researchers, we enlisting your help in
completing this survey for the completion of the study. The purpose of this study is to examine
The Effect of watching YouTube Math and Science tutorial on the cognitive skills and academic
performance of Grade 9 Junior High School Students in Liceo de Cabuyao.
This information will be used solely for this study and for the research paper. Your
answers are entirely confidential and will not be reported back to your coach or the athletic
department.
Thank you for taking a few minutes out of your busy athletic schedules to help us
conduct our study.
Part I. Profile of the respondents
Name : ( optional)
Age :
Gender :
Grade Level:
Part II. Memory and comprehension & Analytical skills
Page | 83
Liceo de Cabuyao
S.Y. 2020 – 2021
5- EXTREMELY ACTIVE
4- VERY ACTIVE
3- ACTIVE
2- QUITE ACTIVE
1- PASSIVE/ INACTIVE
Directions: The following survey is for Memory and comprehension & analytical skills
Check the level of you competency. Five is the highest and one is the lowest level.
Questions 5 4 3 2 1
1. It helps me to analyze complex topics.
2. I find watching YouTube video tutorials

helpful me to have a better conclusion on
scientific problems.
3. I think YouTube tutorial eases the

difficulty of my understanding complex
math problems.
4. I can analyse the Science experiment well

if there were video guide to follow.
5. Math problems were easy for me if it was

presented by a video tutorial.
6. I think video tutorials sharpen my

memorization
Page | 84
Liceo de Cabuyao
S.Y. 2020 – 2021
7.I think watching tutorial videos serves as a

guide to enhance my comprehension skills
8. I think watching tutorials can even help to

broaden my understanding of complex
problems
9. I use tutorial videos to recall my previous

lesson
10. I understand the lessons better if the

teacher uses some tutorials videos
Part III. Written works & Class participation

Direction: This survey is for you to determine the level Written works & Class participation.
Five is the highest and one is the lowest level.
Questions 5 4 3 2 1
Page | 85
Liceo de Cabuyao
S.Y. 2020 – 2021
1. I take down notes when watching tutorial

videos.
2. I use lessons on tutorial videos to as a guide

for school works.
3. It can make my paper works easier to do.
4. I use tutorial videos than actual teaching in

making my school works.
5. Watching tutorial vid make making an

reviewer easier.
6. I find YouTube helpful to my school

activities.
7. I watch YouTube tutorials when there's a

recitation coming.
8. I find YouTube helpful to understand my

major subject.
9. It help me to come up with lessons during

this pandemic.
10. It help to me to become more cooperative

especially in class.
Curriculum Vitae
Kiel Andrew C. Alzona
Page | 86
Liceo de Cabuyao
S.Y. 2020 – 2021
09956515859
[email protected]
Blk. 17 Lt. 25 Saint Joesph Village 8,
Brgy. Butong, City of Cabuyao, Laguna
February 3, 2005
Career Objectives:
Seeking a position as a Psychologist, to work with enthusiasm in supporting the mental health of
the people.
Technical Skills
 Analytical
 Communication skills
 Confident
Personal Skills
 Understanding
 good elucidation ability
 team working skills
 ability to work with enthusiasm
 passion for choral singing
Education
 Highschool
- Liceo De Cabuyao (2017-2021)
Mabini St. Brgy. Uno. City of Cabuyao, Laguna
Page | 87
Liceo de Cabuyao
S.Y. 2020 – 2021
 Elementary
-Jeremiah Montessori School (2011-2012)
Blk 27, lt 10 Milan Street Ph.2, Saint Joseph Village 6, Brgy. Butong, City of Cabuyao,
Laguna
- Permaja Montessori School (2012-2014)

Blk7 Lot 1 Ph 1, Saint Joseph Village 6, Brgy. Butong City of Cabuyao, Laguna
- Cabuyao Central School (2014-2017)

259 Osmeña st. Poblacion Dos, City of Cabuyao, Laguna
Education Achievements
 Elementary:
- Grade 2: 3rd honor (2012-2013)
- Grade 5: 4th Honor (2015-2016
 Highschool:
- Most Cooperative (2018-2019)
Responsibilities
 Sinag News Member (2019-2020)
Character Reference:
Charles Basti G. Almonte
Student
09174559234
055 M. Malvar st. Poblacion Uno, City of Cabuyao, Laguna
Page | 88
Liceo de Cabuyao
S.Y. 2020 – 2021
Nafsika M. Santander
Student
09686797164
Pulo, Laguna
I hereby certify that the above information is true and correct to the best of my knowledge
belief.
Kiel Andrew C. Alzona

Student
Ma. Cyrome Johnila D. Arambulo

09616000382
[email protected]
Blk 11 Lot 23 Mahogany Village 2
Brgy. San Isidro, Cabuyao, Laguna
March 11, 2005
Career Objectives:
To become a restaurant or hotel manager, so that I can spread my management skills.
Technical Skills:
 Organisation
Page | 89
Liceo de Cabuyao
S.Y. 2020 – 2021
 Communication and Motivation

 Mentoring
Personal Skills:
 Boost up moods
 Insightful
Education:
 High School:
Liceo de Cabuyao (A. Mabini St. Brgy. Uno, Cabuyao, Laguna)
 Grade School:
Achievements/Awards:
 Most Cooperative
 Responsibilities:
 Book Lover’s Club – Treasurer (2019-2020)
Nadine Joyce G. Naraga
Student
09358301475
206 Purok 6 Brgy. Butong, Cabuyao, Laguna
Angel Ivory Milden F. Fornoles
Page | 90
Liceo de Cabuyao
S.Y. 2020 – 2021
Student
09778074568
Blk 1 Lot 13 Phase 5 St. Joseph 7 Brgy. Gulod, Cabuyao, Laguna
belief
Ma. Cyrome Johnila D. Arambulo

Student
Zyrhill A. Cartaño
09386987847
[email protected]
Purok uno bgry. Marinig, Cabuyao, Laguna
April !5, 2005
CAREER OBJECTIVES
To become a successful Civil Engineer and use my expertise to help those in need.
TECHNICAL SKILLS
 Friendly and Positive
PERSONAL SKILLS
Page | 91
Liceo de Cabuyao
S.Y. 2020 – 2021
 Flexible and Open for a Change

 The Ability to work with others well
 Boost up confidence
EDUCATION
 High school - Liceo De Cabuyao
 Elementary – North Marinig Elem School
ACHIEVEMENTS/Awards
 Elementary 1-6 – Honor Student
 Grade 7-9 – With Honors
RESPONSIBILITIES
 English club – grade 9 representative
Lara Jane B. Castillo
Student
09392006854
Blk 2 Lot 7C San Isidro Heights Cabuyao Laguna
Angel Ivory Milden F. Fornoles

Student
09778074568
Blk 1 Lot 13 Phase 5 St. Joseph 7 Brgy. Gulod, Cabuyao, Laguna
Page | 92
Liceo de Cabuyao
S.Y. 2020 – 2021
belief.
Zyrhill A. Cartaño
Student
Engelie Denisse R. Guirre

09651634305
[email protected]
Blk 7 Lot 1 Ph 3 Celestine Homes
Brgy. Marinig Cabuyao, Laguna
August 15, 2004
Career Objectives:
To become a flight attendant because I love to travel and also helping others with their needs
plus it gives me the opportunity to meet new people.
Technical Skills:
 Good communication skills.
 Excellent interpersonal skills.
 The ability to remain calm in emergencies or when dealing with difficult passengers.
Page | 93
Liceo de Cabuyao
S.Y. 2020 – 2021
Personal Skills:
 Boost up confidence
 Sociable
 Able to keep up with everything
Education:
 High School:
 Grade School:
Permaja Montessori School (Saint Joseph 7 Ph 5 Brgy. Gulod, Cabuyao, Laguna)
Achievements/Awards:
 Academic Achiever
 With Honors
Responsibilities:
 Dance Club – Vice President(2018-2019)
Fiona Kyla C. Cuala
Student
09206038653
Blk 31 Lot 35 Birmingham Village Pulo, Cabuyao, Laguna
Krizelle Ann Lloren

Student
Page | 94
Liceo de Cabuyao
S.Y. 2020 – 2021
09053123829
Blk 17 Lot 46 New Sta.Rosa Homes Village, Brgy. Dita City of Sta.Rosa Laguna
belief.
Engelie Denisse R. Guirre

Student
Ken Martin B. Panganiban
0926-886-4760
[email protected]
Blk 14 Lot 20 Ph1 Mabuhay City Subd,

Baclaran, Cabuyao City Laguna
January 22, 2005
CAREER OBJECTIVES:
Senior High School seeking for position where I can use my capability and knowledge could
be best to exposed and utilized for the elevation of the organization as well as myself as an
individual.
TECHNICAL SKILLS:
 Computer Literate
 MS Software
Page | 95
Liceo de Cabuyao
S.Y. 2020 – 2021
 Adobe Photoshop
PERSONAL SKILLS:
 Sociable/Interpersonal
 Time Management
 Adaptability/Flexibility
 Patient
EDUCATION:
High School (2017-2021)

 Liceo de Cabuyao
A Mabini St. Brgy. Uno, City of Cabuyao, Laguna
Grade School
ACHIEVEMENTS/AWARDS
 Athlete
RESPONSIBILITIES
 Sports Club – Vice President

Page | 96
Liceo de Cabuyao
S.Y. 2020 – 2021
Lhester Jhun C.Aliparo

Student
09087636121
Blk 10 lot 21 Major homes bigaa cabuyao laguna
Ralph Michael M. Buagas

Student
09976433110
Blk 14 Lt 1 Rupee St. Sjv8 Butong Cabuyao, Laguna
I hereby certify that all information above are true and correct to the best of my knowledge.
Ken Martin B. Panganiban
Student
Liz Angelica M. Reyes

09993787055
[email protected]
Blk 7 Lot 69 Grand Acacia Grove Subdivision
Banay-Banay Cabuyao City Laguna
July 31, 2005
Page | 97
Liceo de Cabuyao
S.Y. 2020 – 2021
CAREER OBJECTIVES:
My career objective is to be an Architect and to show my skills in creating unique designs.
TECHNICAL SKILLS:
 Creative and Design
 Sketch
 Detail Oriented
PERSONAL SKILLS:
 Critical Thinking
 Good at thinking unique designs
 Ability to draw
 Patient
EDUCATION:
High School (2017-2021)
Grade School
 Niugan Elementary School
Sitio Mabitac Niugan City of Cabuyao, Laguna
ACHIEVEMENTS/AWARDS
 Conduct Awardee
 Achiever
RESPONSIBILITIES
 Journalism – Cartoonist (2018-2019)
Page | 98
Liceo de Cabuyao
S.Y. 2020 – 2021
Kim Ashley R. Cuñado
Student
09451737314
Blk 17 Lot 5 Hongkong Village Banay-Banay Cabuyao City Laguna
Aieslee Korine R. Arnejo

Student
09159704043
Blk1 Lot 4 Tierracon Homes Brgy. Dita, Sta. Rosa Laguna
I hereby certify that all information above are true and correct to the best of my knowledge.
Liz Angelica M. Reyes

Student
Jhon Loyd C. Rivera

09619563498
[email protected]
Purok 6 Brgy. Bigaa, Cabuyao, Laguna
Page | 99
Liceo de Cabuyao
S.Y. 2020 – 2021
September 06, 2004
CAREER OBJECTIVES
to become a physician and spend my knowledge to help people in need.
TECHNICAL SKILLS
PERSONAL SKILLS
 Problem solving
 Attention to detail
 Critical thinking
EDUCATION
 High school - Liceo De Cabuyao
 Elementary - Bigaa Elementary School
ACHIEVEMENTS/Awards
 With Honors
Mark Antonie B. Pauig
Student
09289874758
B17 L22 P1 St. Joseph Village 7, Brgy. Marinig, Cabuyao, Laguna
Syvhel Khince J. Ramos
Page | 100
Liceo de Cabuyao
S.Y. 2020 – 2021
Student
09955591210
86 Purok 1 BRGY. Marinig Cabuyao, Laguna
I hereby certify that the above information is true and correct to the best of my
knowledge belief.
Jhon Loyd C. Rivera

Student
\
Page | 101

The Effect of Watching YouTube Math

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San Pablo Diocesan Catholic Schools System

The Effect of watching YouTube Math

and Science tutorial on the cognitive skills and

academic performance Among Grade 9

Junior High School Students in Liceo de Cabuyao

A Thesis Paper Presented to the

Grade Ten English Teacher

In partial Fulfilment of the English and Math Requirements

for the Grade 10

Mr. Razel B. Munsod

completing this analysis.

creating this report.

Recommendation for Clearance

English and Math Clearance.

Research substitution and

Mr. Razel B. Munsod Ms. Jesmerald C. Labrador Ms. Jennelyn C. Racoma

Mrs. Josephine R. Buan

Principal – Liceo de Cabuyao

Rivera, John Loyd C. Panganiban, Ken martin C.

Cartaño, Zyrhill A Arambulo, Maria Cyrome Johnila

Reyes, Angelica Liz

Alzona, Kiel Andrew C.

thesis. We'd like to thank everyone who contributed to this research.

to make this study possible.

evaluation to achieve the purpose of the study.

performance of the students?

method to statistically analyze the date we gathered through an online survey.

effective on the class participation of the students.

Related Studies and Literature

The Problem and It’s Background

much information for them thus making it boring for them.

effective study methods that they can use.

educational or tutorial videos on online sites such as YouTube.

subject’s tutorials and demonstration of Science experiments.

make it an expansion of your e-learning schedule. It is also easy to access with.

topics and helps them in having advanced studies.

they can replay it if they are still confused about it.

to a successful school experience.

Background of the Study

material, often explicitly for children.

paradoxes contributed to Democritus' atomic theory. A more precise formulation of definitions

emerged a geometric formulation of irrational numbers. Area studies resulted in a form of

Systematic, Comprehensive, Investigation, Exploration of Natural, Causes and Effects is a study

Objective of the Study

Video has ended up an imperative portion of higher education. It is coordinates as portion of

articulated and to some extent critiqued in an excellent review by de Jong (2010).

the most relevant information to long-term memory (Ibrahim et al., 2012).

assumptions of dual-channel processing and limited working memory capacity, Cognitive

with existing knowledge (Mayer and Moreno 2003)

stages of cognitive development or period of development. Every period of development, the

Statement of the problem

and specifically aim to seek the answer of these questions.

1. What is the demographic profile of the respondent in terms of.

2.1. Memory and comprehension

2.2 Analytical skills

3.1 Written works

3.2 Class participation

skills and academic performance of the students.

Significance of the study