Teaching and Learning Science Using YouTube Videos and Discovery Learning in Primary School

Primary school teacher's adequate pedagogical knowledge to combine YouTube videos presentation with appropriate learning goals and tasks can affect the success of YouTube videos for student learning.

“In the use of YouTube videos as cognitive tools for student learning, the primary school teacher's adequate pedagogical knowledge to combine YouTube videos presentation with appropriate learning goals and tasks can affect the success of YouTube videos for student learning.”

• cites Webb & Cox, 2004 sourcePartly supported

  The section “Pedagogies for ICT in Primary Schools” links effective teaching to knowledge of ICT affordances and to tasks aligned with learning objectives. This supports the general pedagogical point, but the passages concern ICT and multimedia broadly, not YouTube videos specifically; page numbers were unavailable in our copy. (LLM, conf=0.87)

  Experimental — accuracy not yet measured
• cites Krauskopf, Zahn, & Hesse, 2012 sourceNot checked — no full text of the source

The effect size for the procedural knowledge difference was medium (r=0.34).

“Concerning effect size, the r-value was 0.34.This would be counted as medium effect size (Sullivan & Feinn, 2012).”

• cites Sullivan & Feinn, 2012 sourcePartly supported

  Table 1 in “How to Calculate Effect Size” gives Pearson’s r benchmarks of 0.2 for small and 0.5 for medium; it does not classify r = 0.34 as medium. The “Additional information” section cautions that these categories are ballpark guides, so the paper provides a framework for interpretation but does not establish the citing sentence’s specific classification. (LLM, conf=0.83)

  Experimental — accuracy not yet measured

The heat transfer concept in terms of heat and temperature concepts is one of the most difficult concepts of the science curricula at primary, secondary, and post-secondary education.

“The previous researchers' reports the heat transfer concept in term of heat and temperature concepts are one of the most difficult concepts of the science curricula at levels of primary schools (Bilgin, Nas, & Çoruhlu, 2017), secondary (Yeo & Zadnik,2001) and post-secondary education (Jasien & Oberem, 2002).”

• cites Bilgin, Nas, & Çoruhlu, 2017 sourcePartly supported

  The Introduction reports that students have difficulty distinguishing heat from temperature, and the Discussion reports that the fifth-grade students overlooked heat transfer when temperature differed. This supports difficulty at the primary-school level, the part attributed to Bilgin et al., but the paper does not establish that it is one of the most difficult concepts in the science curriculum. The secondary and post-secondary portions are attributed to other citations. (LLM, conf=0.83)

  Experimental — accuracy not yet measured
• cites Yeo & Zadnik,2001 sourceNot checked — no full text of the source
• cites Jasien & Oberem, 2002 sourceNot checked — no full text of the source

The effect size for the conceptual knowledge difference was small (r=0.11).

“Based on Cohen's criteria (Table 4), the effect of YouTube video on student conceptual knowledge achievement was categorized as a small effect size (r = 0.11).”

There was a statistically significant difference in post-test procedural knowledge scores between students taught with discovery learning plus YouTube videos and those taught without YouTube videos (Z=-3.784, U=74.0, p<0.001).

“The results of the U test were statistically significant, Z = -3.784;U = 74.0;p < 0.001.”

The effect size for the factual knowledge difference was small (r=0.18).

“Although the experimental group using YouTube video in the discovery learning environment had a higher score on mean rank (= 25.64) compared to the mean rank of the control group (7.36), the r-value (0.18) indicated a small effect size based upon Cohen'd criteria (see Table 4).”

The difference in post-test conceptual knowledge between groups was statistically significant (U=136.0, Z=-2.19, p<0.029).

“A Mann-Whitney U test revealed that this difference was statistically significant, U = 136.0;Z = -2.19;p < 0.029.”

The experimental and control groups increased their median score by 6.3 and 6.2 in factual and conceptual knowledge from pre-test to post-test.

“The experimental and control groups increased relatively their median score by 6.3 and 6.2 in terms of factual knowledge and conceptual knowledge from pre-test to post-test.”

There was a statistically significant difference in post-test factual knowledge scores between students taught with discovery learning plus YouTube video and those taught with discovery learning without YouTube video (U=113.5, p=0.006).

“Table 3 shows that the Mann-Whitney U test revealed that there was a significant difference in the factual knowledge scores of students who are taught by the use of discovery learning with YouTube video (Mdn = 37.5; n = 21) and by the use of discovery learning without YouTube video (Mdn = 37.5; n = 21), U = 113.5;p = 0.006.”

The experimental group had a higher mean rank (25.64) than the control group (7.36) on post-test factual knowledge.

“Although the experimental group using YouTube video in the discovery learning environment had a higher score on mean rank (= 25.64) compared to the mean rank of the control group (7.36), the r-value (0.18) indicated a small effect size based upon Cohen'd criteria (see Table 4).”

Web 2.0 technology including YouTube is a promising means of supporting student learning and engagement.

“The availability of Web 2.0 technology as a new set of tools for teaching, including YouTube, has become a promising means of supporting student learning and engagement for certain reasons (Churchill, 2009).”

• cites Churchill, 2009 sourceNot checked — no full text of the source

The potential use of video technology can affect student learning when teachers use YouTube videos directly as part of instruction to introduce new concepts and to explain concepts during main or close instruction.

“However, this potential use of video technology can affect student learning when teachers use YouTube videos directly as apart of instruction to introduce new concepts and to explain concepts during main or close instruction (Jones & Cuthrell, 2011).”

• cites Jones & Cuthrell, 2011 sourceNot checked — no full text of the source

YouTube as video streaming media can promote students' engagements in science lessons.

“The use of video streaming media, such as YouTube (http://www.youtube.com), in the classroom learning is important to be considered as an alternative educational tool to promote students' engagements in science lessons (Jaffar, 2012).”

• cites Jaffar, 2012 sourceNot checked — no full text of the source

Levene's test indicated equality of variance for the groups on previous science achievement scores (Levene: 0.229, p=0.635 > 0.05).

“Levene's test indicated the equality of variance for the groups (Levene: 0,229, p (0.635) > 0.05).”

The pre-test scores were not normally distributed.

“Table 2 shows that there was enough evidence to conclude that the pre-test scores were not normally distributed due to the p-value less than the threshold (α = 0.05).”

Discovery learning process can inhibit learning when students have less knowledge and information about the topic being studied.

“However, the discovery learning process can inhibit learning when students have less knowledge and information about the topic being studied (Alfieri, Brooks, Aldrich, & Tenenbaum, 2011).”

• cites Alfieri, Brooks, Aldrich, & Tenenbaum, 2011 sourceNot checked — no full text of the source

The content validity of the SAT was validated by two experienced primary school teachers and one senior lecturer from the postgraduate Program of Elementary Education.

“The content validity of the SAT was validated by two experienced primary school teachers and one senior lecturer from the postgraduate Program of Elementary Education.”

The excluded items did not affect the content validity of the achievement scale.

“The excluded items did not affect the content validity of the achievement scale.”

Guided discovery provides the guidance needed by students to achieve the intended learning outcome.

“Furthermore, the usage of guided discovery learning is more effective and efficient than a minimally guided instructional approach (Kirschner, Sweller & Clark, 2006) because it provides the guidance needed by students to achieve the intended learning outcome (Mayer, 2004).”

• cites Mayer, 2004 sourceNot checked — no full text of the source

The research was conducted in a small sample (n ≤ 30).

“The research was conducted in a small sample (n ≤ 30) and the pre-test scores in two groups did not come from a normally distributed population.”

Guided discovery learning is more effective than pure discovery in helping students construct knowledge used for making sense of new information and integrating new information with the knowledge base.

“However, Shulman and Keisler cited in Mayer (2004) stated that guided discovery learning is more effective than pure discovery in terms of helping students construct knowledge used for making sense of new information and integrating new information with the knowledge base.”

• cites Mayer, 2004 sourceNot checked — no full text of the source

Four MCQs items were excluded from the test because their validity indexes were less than 0.30.

“Table 1 shows four MCQs items in the test were excluded since the validity indexes were less than 0.30.”

The classes were randomly assigned to the experimental and control groups.

“As a result of that, the classes were randomly assigned to the experimental and control groups.”

Students in the experimental group became relatively successful in comprehending heat transfer concepts than students in the control group.

“After attending four weeks learning educational period, students in the experimental group became relatively successful in comprehending the heat transfer concepts than students in the control group.”

• AssumptionRests on an assumption: The difference in teacher experience between the experimental group (5 years) and the control group (8 years) did not confound the effect of YouTube videos on student achievement.

YouTube videos can play a major role in enhancing the process of learning when used properly.

“Furthermore, YouTube videos can also play a major role in enhancing the process of learning when it is used properly (Churchill, 2009).”

• cites Churchill, 2009 sourceNot checked — no full text of the source

Integration of YouTube videos increases students' achievement in learning.

“The integration of YouTube videos in the learning process supports students' engagement and results in enhancing students' participation in the classroom (Sherer & Shea, 2011) and increasing students' achievement in learning (Jones & Cuthrell, 2011).”

• cites Jones & Cuthrell, 2011 sourceNot checked — no full text of the source

The academic levels of students in both groups had approximately equal variances.

“It can be said that the academic levels of students in both groups were approximately equal variances.”

The use of discovery learning and YouTube videos as educational technology tools in primary school science lesson helped students enhance cognitive achievement.

“The findings revealed that the use of discovery learning and YouTube videos as educational technology tools in primary school science lesson helped students enhance cognitive achievement.”

• AssumptionRests on an assumption: The difference in teacher experience between the experimental group (5 years) and the control group (8 years) did not confound the effect of YouTube videos on student achievement.