Impact of YouTube Based Instruction on Students’ Achievement and Retention in School Workshop Management in Colleges of Education in North-central, Nigeria

Abstract

The study determined the impact of YouTube based instruction on students’ academic achievement and retention in school workshop management in Colleges of Education in North-Central, Nigeria. Two research questions were raised to guide the study and two hypotheses were formulated and tested at .5 level of significant. The study adopted pretest– posttest non-equivalent control group design of quasi-experimental study. The population of this study comprised of all the 318 Nigerian Certificate in Education (NCE) III building technology students in the study area. The sample size of the study was 217 students selected using Simple Random Sampling (SRS). The instrument used to collect data for this study is School Workshop Management Achievement and Retention Tests (SWMART). The reliability coefficient value of SWMART, was determined as 0.78 using Pearson Product Moment Correlation (PPMC). The study employed the used of mean to answer the research questions and Analysis of Covariance (ANCOVA) to test the hypotheses at significant level of 0.05. Findings revealed among others that, the students taught school workshop management using YouTube based instruction obtained higher achievement and retention mean scores than the students taught with lecture method. The study recommended among others that, administrator of colleges of education should encourage the use of YouTube based instruction among lecturers to enhanced students’ achievement and retention in school workshop management.