Investigating the Effectiveness of using YouTube Videos as an Alternative Learning Media for Grade 11 Life Sciences Learners

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INTRODUCTION
It is safe to state that at the outset human activity in the environment is one of the most crucial topics in Life Sciences that looks into the interest of the living environment.Due to ongoing human activities, significant changes have occurred on the Earth's surface, oceans, and atmosphere, particularly within the Thus, a need for approaches that are augmented by technologies which learners enjoy using for their social interactions.
This study seeks to investigate how YouTube videos enhance the comprehension of grade 11 Life sciences learners regarding the influence of human activities on the environment.The hypothesis posits two main points: first, there will be variations in learners' understanding of concepts such as biodiversity loss and solid waste management based on the teaching method employed.Second, it is anticipated that the use of YouTube videos will enhance learners' comprehension of the subject matter due to the practical nature of the demonstration method, which is believed to facilitate more effective learning compared to other instructional approaches.

LITERATURE REVIEW Educational Technology and Learning Outcomes
Educational technology has witnessed a paradigm shift in recent years, with multimedia platforms like YouTube becoming integral tools for enhancing learning outcomes. 12YouTube, as a widely accessible platform, offers a rich source of multimedia content suitable for educational purposes. 13YouTube videos can assist learners to engage more deeply with the subject matter and they are able to recall the information they have learned longer. 14Additionally, it has been shown that student's comprehension of the course content deepens when they watch YouTube videos. 15urthermore, Krauskopf et al., and Zahn et al., have proved that using multimedia components such as videos is effective in teaching and learning. 16According to Mbanjwa, the use of YouTube videos in science classrooms is found to energize and motivate learners. 17Studies suggest that YouTube videos can enhance student engagement and motivation in the learning process. 18The captivating nature of video content can make the exploration of environmental science more appealing to learners.This increased engagement may positively impact comprehension, as motivated students are more likely to invest time and effort in understanding the subject matter. 19

Learning Styles and Multimedia
Learning styles encompass the diverse preferences and approaches individuals exhibit in absorbing and processing information.The utilization of multimedia resources in education has gained prominence due to its potential to cater to diverse learning styles. 20According to Smith et al., multimedia resources provide a dynamic and interactive approach, engaging students visually and auditory. 21YouTube, as a prominent multimedia platform, offers a vast repository of educational content, making it an accessible and versatile tool for educators.Zukisani stated that if the teaching approach in a classroom does not suit the learning style in the classroom, it could result in learners' losing interest in the lesson; consequently, resulting in a drop in academic performance.22

YouTube as an Educational Platform
The importance of integrating multimedia tools into education to enrich learners' grasp of complex scientific ideas is highlighted.Johnson and Anderson emphasize that multimedia channels such as YouTube provide dynamic visual illustrations and real-life instances, which can enhance understanding and long-term retention of information. 23The interactive nature of videos can provide a more holistic learning experience, addressing various learning styles among students.
Furthermore, a study by Brown and White highlighted that the use of multimedia resources, particularly YouTube videos, can bridge the gap between theoretical knowledge and practical application. 24Using videos portraying real-life situations concerning the impact of human actions on the environment can assist learners in linking theoretical concepts with tangible outcomes, facilitating a deeper understanding.As noted by Jones and Cuthrell, YouTube videos can be seamlessly integrated into classroom instruction. 25YouTube, a platform allowing users to upload, watch, and distribute video content, also enables interaction through comments and discussions among users. 26Multimedia components like videos engage both visual and auditory senses, encouraging a multi-sensory approach to learning. 27The vibrant and interactive characteristics of YouTube materials can captivate learners' interest and facilitate a more profound comprehension of intricate scientific principles. 28he platform's visual and auditory features cater to diverse learning styles. 29YouTube's popularity among learners is a testament to its effectiveness as an engaging educational tool. 30Incorporating YouTube videos into the curriculum can address the challenges associated with traditional teaching methods, providing a dynamic and interactive learning experience.

Impact of Visual Learning on Environmental Education
Educational videos on YouTube serve as a prime example of how visual learning can be harnessed to convey environmental science concepts effectively.Research by Hao and Chen, highlights the significance of visual elements in education, emphasizing that well-crafted visual aids can enhance the understanding of complex scientific concepts. 31Furthermore, a study by Hirvonen and Bergeå emphasizes the significance of well-crafted educational videos in engaging grade 11 learners and promoting active learning. 32These videos incorporate visual elements such as animations, real-world footage, and graphics, creating a multisensory experience that resonates with diverse learning preferences.
Research by Smith and Doe indicates that incorporating visuals, such as infographics and videos, engages learners and fosters a deeper connection to environmental issues.Additionally, a study by Boca  et al. found that visual aids in educational materials positively influenced students' awareness of ecological challenges, promoting a more sustainable mindset. 33Research by Johnson and Smith demonstrated that visual representations of environmental processes significantly improved grade 11 learners' ability to grasp complex concepts related to human activities and their impact on the environment. 34

Comparative Studies on Teaching Methods
There are different kinds of teaching and learning strategies that play an important role in the development and the grasping of concepts.Contrasting conventional teaching techniques such as lectures and textbooks with multimedia-centered strategies utilizing resources like YouTube videos has been explored. 35Smith et al. discovered that lessons enriched with multimedia were linked to heightened engagement and comprehension levels in comparison to traditional methods. 36This suggests a potential shift in pedagogical practices towards more interactive and visually stimulating strategies.

Challenges and Considerations in Using YouTube for Education
While the benefits of using YouTube for educational purposes are evident, challenges persist.Issues related to content quality, accuracy, and potential distractions necessitate careful consideration. 37The accuracy and credibility of the videos posted on YouTube have been identified as a challenge to most teachers when selecting curriculum videos. 38Educators must critically evaluate the reliability of YouTube content to ensure its alignment with the curriculum and educational objectives.

THEORETICAL FRAMEWORK
To understand how YouTube videos enhanced the comprehension of grade 11 Life sciences learners regarding the influence of human activities on the environment, this study used Horkheimer's concept of Critical Theory. 39To find its relevance in the education space, Mavhungu defined critical theory as that which offers a way to comprehend the world by considering other people's perspectives and encourages rational and imaginative thinking. 40It stresses the importance of acquiring knowledge by considering the perspectives and experiences of participants and aims to identify, analyse and transform aspects of education.The reason why this theory is best suited for this study is that it is used to evaluate and improve demotivating factors in Life Science education by turning them into positive learning experiences through effective teaching methods.The relevance of this theoretical framework lies in its examination of respondents who are aware of the shortcomings in their educational experiences and who desire to take a proactive stance in addressing these issues. 41he study aims to uncover the most effective teaching methods in Life Science to build the necessary skills to combat human impact on the environment in South Africa.As a result, the findings from this study can provide guidance for Life Science teachers in implementing effective teaching methods to help address food shortage problems among the human populace.

METHODOLOGY
This research employed a mixed methods approach, enabling the collection and synthesis of data through both qualitative and quantitative means. 42The selection of this mixed methods strategy was deliberate, aiming to leverage the strengths of various data types while mitigating the limitations associated with solely quantitative or qualitative methods. 43Additionally, the researcher justified the mixed method approach by observing two groups of learners participating in lecture and YouTube teaching sessions.

Research Design
A quasi-experimental design involving pre-and post-test groups was utilized as the study framework. 44This design, as described by Cohen et al., enables the comparison of control and experimental groups.It is commonly employed in classroom experiments when maintaining the natural classroom setting is crucial and cannot be disrupted for research purposes. 45In this study, two groups of learners participated: one served as the experimental group, exposed to the YouTube video teaching approach, while the other acted as the control group, receiving instruction via the lecture method.The lecture method was conducted in its usual classroom setting where the teaching of human impact on the environment took place.The alternative method involved the utilization of videos sourced from YouTube.The videos included ( 1) "What is Climate Change" by AI Jazeera English, ( 2) "Human Impact on the Environment" by Miss Van Deventer's Life Sciences Class ( 3) "Causes and Effects of Climate Change" by National Geographic ( 4) "We Are the Problem and the Solution" (animated infographic) by Matt Miltonberger.

Population and Sample Size
For this study, three schools situated in Mankweng, Limpopo Province, South Africa, were purposefully selected.A randomized sampling method, which falls under probability sampling, was employed to ensure each learner had an equal opportunity of being chosen for the study.Across all schools, a total of 45 Grade 11 Life Science learners participated in each school, resulting in 135 learners in three schools that were involved in the study.Prior to the intervention, all learners took a pre-test assessment in the form of a class test.Following a two-week intervention period, learners from both the control and experimental groups in Life Science were administered a similar test.

Data Collection
In this study, written tests served as the means of data collection, conducted over a span of three weeks through pre-test and post-test assessments.While both groups received instruction utilizing a designated method, the control group was taught using the lecture method.A post-test, mirroring the pre-test, was administered to evaluate the experimental and control groups, facilitating a comparison of scores across all groups.

Data Analysis
The quantitative and qualitative data were analyzed separately.Initially, quantitative analysis involved examining the data from the learners' test results.Data from each school were independently analyzed using the t-Paired Samples test, with statistical significance established at p < 0.05.The assumptions of the t-Paired Samples test, normality and independence of pairs were met.All statistical analyses were conducted using the Statistical Package for Social Science (SPSS) version 29.0, developed by International Business Machines (IBM).Subsequently, qualitative analysis focused on analyzing learners' responses through document analysis.As described by Bowen, document analysis is a systematic approach for retrieving and evaluating both printed and electronic documents, including computer-based and Internet-transmitted materials. 46Documents serve various purposes, including providing a means of tracking change and development. 47

Reliability, Validity, and Objectivity
In this study, the reliability of the findings was based on the statistical analysis of the collected data at the probability level of 5%.This was based on Sumrin and Gupta's view that reliability in research should be reflected through the consistency, stability, and repeatability of research findings. 48This shows the degree to which a research study yields reliable and consistent results when carried out in comparable circumstances.This study streamlined itself with Quintão, Andrade, and Almeida's version of guaranteeing results validity by making sure the data accurately reflect findings among individuals who are similar to the study participants. 49So, validity was accomplished by gathering information from public high schools.Objectivity further was attained by certifying that the discoveries are discussed and grounded on empirical evidence, thus eradicating all biases. 50

Ethical Consideration
The researcher was committed to ensuring that the participants in the study were protected.Participants in this study were given informed consent forms to indicate their willingness to participate.The informed consent forms ensured that participants fully understood what it entailed to participate in the study. 51The anonymity of the participants was ensured through the use of pseudonyms instead of participants' real names in data analysis.The data collected was kept confidential and the school names were not used as they would have been the identifiers and threatened the privacy of the participants.Consent forms and transcripts were kept in a safe lockable space and recordings from interviews were stored in encrypted files and password-protected devices.

PRESENTATION OF FINDINGS
In order to explore how YouTube videos enhanced the comprehension of grade 11 Life sciences learners regarding the influence of human activities on the environment, this study employed pre and post-tests.During analysis by means of SPSS software, the following emerged.
• There were visible effects between learners who were taught using lecture methods and those with YouTube-assisted demonstration methods.• Learners who were taught using the demonstration teaching method performed better on their posttests.
These themes are elaborated upon below by means of data and discussions afterward.The scores from each treatment within each school were averaged, with "M" representing the mean score and "SE" representing the standard error (M ± SE).The results indicated significant effects of teaching methods in all schools (Table 1 & 2).The lecture method and YouTube video pre-test scores were similar at the beginning before the study's intervention, with no significant (p < 0.05) difference among them (Table 2).After teaching all the groups, YouTube videos in all schools performed better than the lecture method group (Table 2).In all the schools, which acted as replicates in the present study, the YouTube videos had higher marks/scores than the traditional lecture method.From the results shown in (Table 1), the data shows the relationship between the pre-and-post tests on learners' performance in Life science.The test statistic (t) is negative and significant at (t = -20.49:p < 0.05).This means that as the lecture method is not improving performance, the YouTube video is improving learners' performance.This implies that out of 135 participants, 135 understood human activity in the environment chapter better YouTube videos were used.

Analysis of the quantitative results using Document analysis
The findings in this section are presented as themes, supported by congruent findings between current research and existing literature.Verbatim quotes, used to exemplify the findings were used for the purpose of this study.The data obtained from the learners' scripts were grouped into four categories which were utilized in the classification of linked data.In response to this study objective no.2, the researcher grouped learners' according to their performance.

Retention and Application of Environmental Knowledge Human Impact on the Biodiversity
According to Sánchez-Bayo & Wyckhuys, habitat destruction occurs when a natural habitat such as a forest or wetland, is altered so dramatically that it no longer supports the species it originally sustained. 52abitat destruction is considered the most important driver of species extinction worldwide. 53ategory D performed very well, and this is an indication that teaching via YouTube videos was effective.Ncisana et al., suggest that YouTube videos are effective in developing understanding stimulate thinking and have the ability to sustain the interest of learners throughout the lesson. 54Category D were able to apply their knowledge of how human activities impact the environment negatively.
The following are snapshots from Category D responses showing how they were able to respond to question 4.1.2 that categories C and D were able to answer this question correctly after being exposed to the teaching using YouTube videos.According to Hoornweg and Bhada if the waste disposals are not properly managed the following problems might occur: 55 (1).Water pollution: Whatever waste doesn't go into landfills or other disposal areas usually finds its way into the ocean or other bodies of water.It then breaks down into the ocean, slowly contaminating the water and choking out the life that water hosts.( 2) Land pollution: Land pollution happens whenever waste ends up on soil or other land that people should process instead.(3) Air pollution: Air pollution is a major issue worldwide and understanding how improper waste disposal affects the environment through air pollution is necessary.Category C And D respectively were effective in addressing this question, the following screenshots show improvement in their content knowledge.Learners who were exposed to the demonstration teaching method responded correctly compared to those who were taught using the lecture method.The following are snapshots below were extracted from learners' scripts.

DISCUSSION
This study sought to investigate how YouTube videos enhance the comprehension of grade 11 Life sciences learners regarding the influence of human activities on the environment.Several reports have shown that teachers could use YouTube videos to make teaching more realistic, interactive, and relevant to the needs of the learners.The study's findings strongly supported the first hypothesis, that YouTube videos will improve the performance or scores of grade 11 Life sciences learners when it comes to the influence of human activities on the environment topic.In all three schools where the study was conducted same trend was observed with the demonstration teaching method in the form of YouTube videos improving the scores of grade 11 learners.These results concur with the study findings that showed YouTube videos improve the scores of learners in science. 56The obvious explanation is that the lecture method deprives learners of engaging the teacher, which may lead to a negative attitude toward the subject. 57However, learners subjected to YouTube videos have the privilege of engaging the teacher.The studies conducted by Jaffar and Chindongo confirm that using YouTube videos as a teaching method improves learners' performance when compared to the lecture method. 58he second hypothesis, that demonstration teaching methods (YouTube videos) would improve learners' content knowledge was also strongly supported by the study results.This prediction was informed by the fact that using scores or marks only to determine content knowledge is not enough.After marking the learners' scripts, the scripts were analysed checking which area of the topic learners understand better in both teaching methods.The study results agree with Loiser and Endne who reported that the demonstration method can be applied in the classroom which is expected to increase the level of thinking and experience of learners. 59In addition, Uhumuavbi & Mamudu emphasises that the demonstration method is effective in learning science subjects. 60Several studies have found that YouTube videos, particularly those on STEM topics, have pedagogical value and might be used as teaching and learning resources.

RECOMMENDATIONS
This study recommends the establishment of study groups among educators as a cost-effective approach to professional development, enabling them to share teaching strategies and support each other in addressing challenging or unfamiliar teaching areas.Teachers should also create channels on YouTube where they will upload useful information for learners to study.This channel will reduce the complications of searching for relevant information on YouTube.

CONCLUSION
The current study aimed to assess the impact of different teaching approaches on the academic performance of Grade 11 Life Science learners concerning their understanding of human impact on the environment within the curriculum.The results demonstrated the effectiveness of YouTube videos in enhancing learners' comprehension of the subject matter.These findings hold significance for educational policymakers in South Africa, providing valuable insights into the integration of technology into teaching and learning practices, particularly in rural schools.This study adds to the notion that YouTube videos can be used as a tool to leverage learners understanding of educational concepts.

LIMITATIONS OF THE STUDY
The study's scope was limited to three schools within a single circuit.It is suggested that future research should encompass a more comprehensive investigation across both rural and urban areas throughout the entire provinces of South Africa.

Table 1 :
Summary of t-Paired T-test for Pre and Post Test Parameter

Std. Deviation Std. Error Mean t-value Df Sig.2-tailed (p- value) Pre and post-tests 6.568 0.569 -20.491 132 <0.001Table 2 :
Teaching methods with marks (mean scores) obtained from Grade 11 Life Sciences learners at all schools