Student-Created versus YouTube Videos: Which Type is More Effective in Enhancing Biology Learning in a Virtual Classroom?

Abstract

The COVID-19 pandemic has led to the adoption of remote online learning in higher education institutions worldwide, including Palawan State University in the Philippines. This study aimed to assess the effectiveness of student-created and downloaded YouTube videos as tools for enhancing learning in a virtual biology classroom. A pretest-posttest control group design was used, with 46 first-year BS Environmental Science students randomly assigned to either the experimental or control group. The experimental group created their own videos on topics such as Plant Cell, Animal Cell, Mitosis, and Meiosis, while the control group watched downloaded YouTube videos. Both groups took a pretest and a posttest covering the same topics before and after the experiment. The study found that both student-created and downloaded YouTube videos were effective in improving academic performance. However, the use of student-created videos had a more positive impact on biology learning outcomes compared to downloaded YouTube videos. These findings suggest that educators should consider incorporating both student-created and downloaded videos into their teaching strategies to enhance student learning outcomes. The use of videos as a teaching tool can be a valuable approach to enhance learning outcomes and engagement in a virtual classroom, particularly when students create their own videos.