Impact of Self-Regulated-Learning Strategy with Youtube Videos on Secondary School Students’ Interest in Practical Physics

Abstract

This study integrated YouTube video and the conventional five steps self-regulated learning to optimize students’ poor interest in practical Physics learning. The design of the study was nonequivalent groups quasi-experimental. The population for the study was 10,679 senior secondary school 2 Physics students in the thirty-one secondary school in Ohaukwu Local Government Area of Ebonyi state. The sample for the study was 378 senior secondary school two Physics students from 4 purposively sampled co-educational secondary schools in Ohaukwu Local Government Area. The study was guided by 2 research questions and 2 hypotheses. Physics classroom situational interest scale (PCSIS) was the instrument for data collection. Kuder-Richardson formula (K-R 21) was used to determine the internal consistency reliability of PCSIS, which gave a reliability coefficient of 0.88. Arithmetic mean with standard deviation was used in answering the research questions while analysis of covariance was used to test the hypotheses at .05 level of significance. The result of the study showed that the students who learned Physics using YouTube videos with self-regulated learning strategy had more interest than those students who learned Physics using expository lecture method. The result of the study also showed that there was no significant difference between the mean situational interest scores of male and female students taught Physics using SRLS. It was recommended that Physics teachers need to provide Physics students with many opportunities and different techniques that can make the students to self-regulate their learning of Physics. The instructional amalgam bridges the gender-divide in Physics interest.