Digitizing Learning Delivery through YouTube Technology: A Transformative Approach in Education to Enhancing Students’ Performance

Abstract

In an era where digital literacy is becoming increasingly important, the Nigerian education system needs to shift from traditional, teacher-centered methods to more dynamic, student-centered approaches. This study examined how integrating YouTube technology has an impact on secondary school students’ academic performance and attitudes in Civic Education in Akoko Metropolis, Ondo State, Nigeria. A quasi-experimental design was used, involving selected SSII students from public secondary schools in Akoko metropolis, Ondo State. Data were gathered through the Civic Education Performance Test (CEPT) and the Questionnaire on Students' Attitudes towards YouTube for Learning (QSAYL) (r = 0.85) and analyzed using descriptive statistics to identify significant differences between the experimental and control groups. The results showed that students who received YouTube-based instruction performed better and had more positive attitudes toward Civic Education (average mean score = 2.89). Additionally, students responded favorably to YouTube, noting increased interest, better understanding, and greater engagement with the subject. The study recommends improving teacher training in digital pedagogy, providing infrastructure for internet access in schools, and reforming curricula to include digital content delivery methods formally.

Keywords: Digital Literacy, YouTube Technology, Academic Performance, Attitude and Civic Education.