Home⇛Journal of Interdisciplinary Perspectives⇛vol. 3 no. 8 (2025)

Impact of YouTube Tutorials on Learners’ Mastery of Prepositions

Mafe Marie T. Torrecampo

Discipline: Education

 

Abstract:

This study aimed to determine the effectiveness of using YouTube tutorial videos in teaching prepositions and to measure students' interest in using these videos. The respondents in the study were 134 junior high school students from Pedro R. Abul Memorial High School in Sta. Catalina District I, Negros Oriental Division, during the academic year 2023-2024. A quasi-experimental design, specifically a onegroup pretest-posttest design, was employed. The students were given a remedial class session that utilized YouTube tutorial videos over three weeks. Additionally, a validated questionnaire was used to assess students' interest levels. A dry run was conducted to assess reliability using Cronbach’s alpha, yielding reliability values of 0.724, indicating that the items are reliable. To analyze the data, statistical tools such as percentages, means, t-tests for dependent data, weighted means, and Spearman’s rho were utilized. The findings revealed that students performed at a “fairly satisfactory” level in the pretest but showed a “very satisfactory” performance in the posttest, indicating an improvement in their understanding of prepositions after using YouTube tutorial videos. Furthermore, students exhibited a “very high” level of interest in using these videos as a learning tool. However, the study found no significant relationship between students' interest levels and their knowledge of preposition usage after the YouTube tutorial video presentations. Although the results showed no significant relationship, the study emphasizes the potential of YouTube tutorial videos as a valuable supplementary learning tool. By promoting innovative, interactive, and studentcentered education, these videos make learning more engaging and accessible.



References:

  1. Abdalla, I. (2021). Difficulties in using correct English prepositions among EFL students. JEES (Journal of English Educators Society), 6(2). https://doi.org/10.21070/jees.v6i2.1640
  2. Ahmed, V., & Opoku, A. (2022). Technology supported learning and pedagogy in times of crisis: The case of COVID-19 pandemic. Education and Information Technologies, 27(1), 365–405. https://doi.org/10.1007/s10639-021-10706-w
  3. Astri, A. (2019). Teaching preposition by using picture at the eight grade of Mts Ddi Masamba (Bachelor’s thesis). State Islamic Institute of Palopo. https://tinyurl.com/4mdt5az8
  4. Audina, I. P., Suwastini, N. K. A., Jayantini, I. G. A. S. R., Dantes, G. R., & Rusnalasari, Z. D. (2022). YouTube videos as learning media: A review in EFL contexts. IJET (Indonesian Journal of English Teaching), 11(2), 220–232. https://doi.org/10.15642/ijet2.2022.11.2.220-232
  5. Bachore, M. M. (2022). English language literacy skills and academic achievement of urban and rural secondary schools: The case of high and low achievers. Education Research International, 2022, 1–8. https://doi.org/10.1155/2022/2315426
  6. Baclig, C. E. (2020). Philippine drops further in global English proficiency ranking. Inquirer.Net. Retrieved from https://tinyurl.com/38t89wh7
  7. Bravo, P., & Rodríguez, I. (2023). YouTube as a digital resource for sustainable education. Sustainability, 15(7), 5687. https://www.mdpi.com/2071-1050/15/7/5687
  8. Brilliantes, K. (2020). Senior high students can barely write in English. ABS-CBN News. Retrieved from https://tinyurl.com/ycyydvnc
  9. Chaouki, A. (2019). An investigation into the role of YouTube videos as a pedagogical tool in enhancing vocabulary acquisition (Master’s thesis). Biskra University. https://tinyurl.com/3vsasm6v
  10. Coronel, C., & Tan, D. A. (2019). Twenty-first (21st) century skills and student mathematics performance in self-blend approach. International Journal of English and Education, 8(2), 342–357. https://www.researchgate.net/publication/332351631
  11. Fuertes, H., Evangelista, I., Jr., Marcellones, I. J., & Bacatan, J. (2023). Student engagement, academic motivation, and academic performance of intermediate level students. International Journal of Novel Research in Education and Learning, 10(3), 133-149. https://philpapers.org/archive/FUESEA.pdf
  12. Irawan, A. H. (2020). The effectiveness of online based multimedia in teaching preposition of place through scientific approach at EFL classroom. IOSR Journal of Research & Method in Education, 7. https://doi.org/10.9790/7388-1006034450
  13. Kristiani, P. E., & Pradnyadewi, D. A. M. (2021). The effectiveness of YouTube as learning media in improving learners’ speaking skills. The Art of Teaching English as a Foreign Language (TATEFL), 2(1), 7–11. https://tinyurl.com/dbzcpxv8
  14. Mahmudah, K. (2022). The research review about using YouTube English channel in improving students’ English foreign language skills. Jr-Elt (Journal of Research in English Language Teaching), 6(1), 17–30. https://doi.org/10.30631/jr-elt.v6i1.27
  15. Manuel, J. B. (2022). English language proficiency of senior high school students. Multidisciplinary Journal for Education, Social and Technological Sciences, 9(1), 71–86. https://doi.org/10.4995/muse.2022.16638
  16. Muico, E. J. G. (2023). YouTube video utilization to enhance the students’ grammatical competence. Journal of Language and Linguistics in Society (JLLS), 3(2), 34–40. https://doi.org/10.55529/jlls.32.34.40
  17. Nosirova, D. (2023). Learning English as a second language: Challenges and strategies. Modern Science and Research, 2(9), 165–170. https://doi.org/10.5281/zenodo.8356219
  18. Novika, N. (2021). The effect of using online video in learning material of preposition (at, in, on). PROSIDING PEKAN ILMIAH MAHASISWA UNIS, 1(1), 180–192. https://tinyurl.com/y527tdr8
  19. Pratama, S. H. H., Arifin, R. A., & Widianingsih, A. W. S. (2020). The use of YouTube as a learning tool in teaching listening skill. International Journal of Global Operations Research, 1(3), 123–129. https://tinyurl.com/wxekh9uh
  20. Reguieg, N., Kara Mostefa Boussena, L., Bentaleb, I., & Moumna, H. (2023). The role of grammar and vocabulary-based placement tests in identifying EFL learners' entry-level at the Centre of Foreign Language Intensive Teaching (CEIL) of Chlef. Algerian Scientific Journal Platform, 9(2), 752-763. https://asjp.cerist.dz/en/article/217526
  21. Rosales, M., Piñero, B., & Futalan, M. C. (2025). Interactive physics toys in teaching basic concepts of linear motion. Journal of Interdisciplinary Perspectives, 3(3), 45–49. https://doi.org/10.69569/jip.2024.0666
  22. Toleuzhan, A., Sarzhanova, G., Romanenko, S., Uteubayeva, E., & Karbozova, G. (2023). The educational use of YouTube videos in communication fluency development in English: Digital learning and oral skills in secondary education. International Journal of Education in Mathematics, Science and Technology, 11(1), 198–221. https://doi.org/10.46328/ijemst.2983
  23. Tus, J. (2020). Academic stress, academic motivation, and its relationship on the academic performance of the senior high school students. Asian Journal of Multidisciplinary Studies, 8(11), 29–37. https://tinyurl.com/22kxmf52
  24. Wang, H. C., & Chen, C. W. Y. (2019). Learning English from YouTubers: English L2 learners’ self-regulated language learning on YouTube. Innovation in Language Learning and Teaching, 14(4), 333–346. https://doi.org/10.1080/17501229.2019.1607356
  25. Wen, W. T., Jumaat, N. F., Ashari, Z. M., Na, K. S., Abdullah, A. H., Samah, N. A., & Ali, D. F. (2019). Effectiveness of mobile assisted language learning towards students’ achievement and motivation in learning English prepositions. 2019 IEEE International Conference on Engineering, Technology and Education (TALE), 1–5. https://doi.org/10.1109/TALE48000.2019.9225865
  26. Yates, A., Starkey, L., Egerton, B., & Flueggen, F. (2021). High school students’ experience of online learning during COVID-19: The influence of technology and pedagogy. Technology, Pedagogy and Education, 30(1), 59–73. https://doi.org/10.1080/1475939X.2020.1854337
  27. Zaabalawi, R. (2021). Mastering prepositions in English: Explicit versus implicit instruction. Arab World English Journal, 12. https://doi.org/10.24093/awej/vol12no3.29
  28. Zajda, J. (2023). The impact of motivation on students’ engagement and performance. In Globalisation and dominant models of motivation theories in education (pp. 127–138). Springer Nature Switzerland. https://tinyurl.com/yeatjpwj

Tools


Copyright © 2025  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic