STI COLLEGE CALAMBA

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Calamba City, 4027 Laguna

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THE PERCEPTIONS ON STEM STUDENTS’ ACADEMIC PERFORMANCE WITH

SELF-PACED LEARNING USING BASIC CALCULUS YOUTUBE VIDEOS

A Researcher Proposal

Presented to the Senior High School Department

STI College Calamba, Barangay Uno, National Highway

City of Calamba

In Partial Fulfillment

of the Requirements for the

Practical Research 1

(Grade 11)

Carino, Nel Mariz R.

Cortez, Jewelyn Kate L.
Juarez, Lebron James L.
Loresca, Julia Mariella M.
Medianesta, Mark Vincent C.
Olave, Angelmeg Umie W.
Sulit, Gheryl Louise M.

2024

i
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CHAPTER I

THE PROBLEM AND ITS BACKGROUND

In this chapter, the researchers provide a concise overview, including the primary

problem, research objectives, significance, scope and delimitation, conceptual framework,

and definition of terms.

INTRODUCTION

Originally created on 2005 by former PayPal employees Chad Hurley, Steve Chen, and

Jawed Karim, the YouTube platform had come a long way since its creation. With over 2.1 billion

active users worldwide, it’s considered one of the biggest video platforms on the Web. On

November 2006, Google bought the platform for US$1.65 billion, now operating as one of

Google’s subsidiaries. YouTube provides the Internet with a variety of videos, ranging from short

clips of YouTube shorts, entertaining skits, to diverse educational videos that are free to watch by

many users.

In today’s generation, technology is now widely integrated into education, revolutionizing

education further than before. With technology, online resources such as YouTube has become a

crucial aid to students’ learning materials as it provides many videos that the students may use.
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Many students utilize the platform due to its diverse range of videos, providing them with

opportunities to deepen their understanding of various subjects.

With the difficulty given in the STEM track in senior high school, students rely on more

learning material than what is given to them, especially involving the core subject of Calculus.

Many STEM students are more engaged to watch YouTube Videos for them to better understand

the Basic Calculus in an easier way. YouTube as an educational tool has been recently receiving a

great deal of attention from researchers and teachers.

This study focuses on the perceptions of students on their academic performance with self-

paced learning using the platform YouTube to watch and learn more of Basic Calculus. The

research will present the effectiveness of watching videos to help STEM students to better

understand the subject.

BACKGROUND OF THE STUDY

STEM (Science, Technology, Engineering, and Mathematics) is an educational program

preparing primary and secondary students for college and graduate study. This program comes

with many opportunities in its field, in addition, it aims to promote valuable skills such as

collaboration skills, inquiring minds, and logical reasoning. (Lutkevich, 2022)

Within the realm of STEM education, mathematics stands as a foundational pillar. The

subject is generally used in finding patterns in data, branching out to different applications; one of
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the most noteworthy is the branch of calculus. Loper (2022) regarded it as a very hard branch of

mathematics as calculus’ concepts are beyond the realms of algebra and geometry previously

explored by students. Because of this, students struggle to easily comprehend the topics falling

under this subject and from the lectures of teachers and given materials.

This is where YouTube comes into play on aiding students to understand the concept of

Basic Calculus. Offering a vast array of different educational videos covering academic subjects,

there are thousands of videos uploaded in the platform about calculus and the topics that fall onto

it. With it being a free and accessible app, students often use this opportunity to browse and

further their understanding on a topic they’re yet to comprehend completely. Their engagement

with the videos allows them to learn in their own pace with their own methods of learning in

hand.

The research seeks to explore the perceptions of STEM students regarding their academic

performance when utilizing self-paced learning through Basic Calculus videos on YouTube.

Understanding these are essential for evaluating the utilization of such resource’s effectivity and

potential benefits into the students’ learning progresses.

THEORETICAL FRAMEWORK

The study is anchored into the Uses and Gratification Theory proposed by Blumler and

Katz in 1974, it proposes that individuals seek out and choose media actively based on their needs

and preferences, with the consumption of media gratifying said needs. This theory sees users as
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active participants who controls their consumptions of media unlike other media theories viewing

media users as passive beings. It helps identifying the motivations and needs that drive students to

seek videos in YouTube on a topic they understand less. With the case of STEM students using

YouTube, they may seek educational content to fulfill the need to understand a topic more,

especially in the subject of Basic Calculus.

As the theory suggests that users are actively consuming media, it highlights to autonomy

of the audience to select and control the content of the media that fulfills their interests and needs.

Needs such as knowledge acquisition, social interaction, entertainment, escapism, awareness, and

relaxation, are fulfilled by different social media platforms, including YouTube.

All these fulfilment leads down on how individuals consume media with their active roles

on interacting with said media, consuming knowledge as well as entertainment. Understanding

this theory provides the researchers insights into the impacts of Basic Calculus YouTube videos

used as a learning material by STEM students in their self-paced learning, the motivations of the

STEM students of going to the platform to seek educational content, and how effective it is to

their academic performance.

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CONCEPTUAL FRAMEWORK

Figure 1: Input-Process-Output Framework

The figure above represents the conceptual framework of the study, where the I-P-O

framework demonstrates the various aspects of the study’s process. In the input box, the

researchers identified the independent and dependent variables of the study, self-paced learning

using Basic Calculus YouTube videos and STEM students’ academic performance, respectively.

The researchers can determine the relationship of both the independent and dependent variables,

as the researchers wants to understand the effects of STEM students’ self-paced learning with

YouTube on understanding concepts of Basic Calculus to the students’ academic performance on

the subject, both positively and negatively, as well as their perceptions on their performance in

Basic Calculus.
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The process involved in the framework will utilize a semi-structured, one-on-one

interview with a selected student about their perceptions on their academic performance after

using YouTube for Basic Calculus for learning, as well as a survey using Google Forms to assess

their experiences with self-paced learning and using YouTube.

The researchers aimed to gain the following outputs given in the framework: 1) insights

into STEM students' perceptions of their academic performance in Basic Calculus, including areas

of strength and areas needing improvement; 2) evaluating YouTube videos as self-paced learning

material, highlighting their benefits and limitations in facilitating learning of basic calculus

concepts; and 3) assessing STEM students' academic performance in basic calculus, detailing

individual strengths and weaknesses, overall performance trends, and potential areas for

instructional improvement.

The conceptual framework will give the researchers insights onto the perceptions on

STEM students’ academic performance with the use of YouTube videos as self-paced learning

material in Basic Calculus. Addressing these elements will help the study to provide an

understanding of the role of the YouTube videos in the students’ learning experience and

outcomes in their academics within Basic Calculus, impacting their perceptions of their academic

performance in the subject as a result.

Central Question
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This study aims to determine the perception of the STEM Students’ academic performance

with the help of YouTube videos on Basic Calculus, it seeks to find the answer the question:

What are the perceptions of STEM students to their academic performance while learning

through Basic Calculus YouTube videos?

Corollary Questions

1. How do selected STEM students describe their experiences in using Basic Calculus

YouTube videos?

2. What are the themes emerged that STEM students encountered using Basic Calculus

YouTube videos?

3. What are the potential benefits and limitations of self-paced learning by watching

YouTube to the performance of STEM students in Basic Calculus?

SIGNIFICANCE OF THE STUDY

The study is conducted to determine the perceptions on STEM students’ academic

performance with self-paced learning using Basic Calculus YouTube videos, it will be able to

provide information on the perceptions of students that will be conducted by the researchers. With

this knowledge, it may impact the following population:

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STEM Students. This study primarily benefits STEM students, particularly those

currently studying Basic Calculus. By knowing how self-paced learning with YouTube videos

about Basic Calculus will improve or impair the students’ academic performance with their

perceptions of it, students can make informed decisions on utilizing such resources in their

studies. It will provide insights for the students on the effectiveness of YouTube as another

learning material apart from given modules or lectures in Basic Calculus.

Educators. Teachers, professors, and educators can benefit from this study as it informs

them of the students about the impacts of watching YouTube videos about the subject on the

performance of students in Basic Calculus. They can consider the possible changes of teaching

strategies, curriculum development, and integration of technology with the knowledge of its

impact on the students. With this study, certain YouTube videos regarding to Basic Calculus can

be implemented or given to students struggling to comprehend a lesson or topic as an alternative

or learning aid.

Parents and Guardians. The study can benefit parents and guardians on understanding

the potential benefits and challenges of self-paced learning with the platform, encouraging them

to support their children on their educational improvement on Basic Calculus as well as provide

them access to other learning tools. Parents and guardians’ positive involvement with their

children’s educational journey will impact a student’s views on overall learning as well.
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Administration. This investigation will inform the administration of the effectiveness of

self-paced learning with YouTube videos on the academic performance of STEM students on the

subject Basic Calculus.

Future Researchers. This research will provide knowledge for the researchers conducting

the same study, serving as a basis or reference for the upcoming research and additional

information on the study being conducted, offering a foundation that they can build new inquires

with. It offers future researchers insights on similar studies that they may take interest on, this

study supporting other studies on the impact of self-based learning with Basic Calculus YouTube

videos on STEM students’ academic performance.

SCOPE AND LIMITATION OF THE STUDY

The purpose of this research is to determine the perceptions of STEM students regarding

the impact of self-paced learning using YouTube videos to their academic performance in Basic

Calculus. It will address the effectiveness of the self-paced learning with YouTube videos,

experiences of STEM students, and the themes emerged as the STEM students watch Basic

Calculus YouTube Videos. The study will be limited and will focus on undergraduate STEM

students with the core subject of Basic Calculus, while also being residents of Calamba City. This

study is limited to 15 students enrolled in the STEM strand.

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CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the review of related literature and studies on the perceptions on

STEM students’ academic performance with self-paced learning using basic calculus YouTube

videos. The literature and studies that are part of this chapter serve as the basis for the

conducting the study, providing the researchers with knowledge and information regarding the

main research topic and its variables.

Mathematics in STEM strand

According to Tennessee Tech (2019), mathematics is the science and study of quality,

structure, space, and change. Those who specialize in this study, mathematicians, use reasoning

based on carefully selected axioms and definitions to identify patterns, generate new hypotheses,

and establish the accuracy of their findings. There are several definitions of mathematics, but

prominent people such Benjamin Peirce and Albert Einstein defined the term as “the science that

draws necessary conclusions” and “as far as the laws of mathematics refer to reality, they are not

certain; as far as they are certain, they do not refer to reality”, respectively. Today, mathematics is

used throughout the world as an essential tool in many fields, including natural science,

engineering, medicine, and the social sciences. It played a huge developmental role on how

society and infrastructures is built. With the help of science, humans are able to construct it with
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near perfection it also helps us in today’s solving problems through mathematical thinking as

well.

With mathematics being integrated since elementary, it has become a crucial part of a

student’s education. In the strand of STEM education, it’s one of the track’s main studies. The

study of Velarde (2019) suggests that mathematics is the foundation of science, engineering, and

technology, generally used in STEM to find patterns in data. Using these patterns identify the

relationships within the data, draw general conclusions from the data gathered, as well as model

the real world. He stated that explaining mathematics in the STEM model is dissimilar and

provides additional educational benefits unlike the traditional way to learn math. The approach of

STEM ties the individual discipline, the learning becomes connected, focused, relevant, and

meaningful. The article stated that one of the main reasons to the creation of STEM as it provides

foundational skills required in an evolving global labor market.

As established, mathematics is critical in the field of STEM, its importance emphasized in

more complex studies of the STEM track. An article by Hawson (2019) stated that those who

teaching in biology, physics, chemistry, and engineering courses claimed that students lack some

knowledge on concepts of mathematics. He also stated that students cannot apply their

mathematical knowledge due to several factors that is common to all disciplines of mathematics:

interest, confidence, practice, problem-solving skills, making estimations, translating

mathematical meanings to real-world, and procedural thinking. Insufficient knowledge as well as

solid understanding of mathematical disciplines causes students troubles with the subject as well

as applying the knowledge successfully.

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Calculus Learning

According to Britannica (2024), calculus encompasses differential calculus for calculating

instantaneous rates of change and integral calculus for determining the summation of infinitely

many small factors to find a whole. Independently developed by Isaac Newton and Gottfried

Wilhelm in the 17th century, its applications span across a variety of fields such as physics,

economics, and many more. This allows for solving diverse problems like tracking the position of

a space shuttle or predicting pressure behind a dam. It also originated from ancient geometry

problems, evolved with contributions of mathematicians like René Descartes and Bonaventura

Cavalieri, and found applications in physics through connections with motion and geometry.

Differential calculus deals with finding derivatives to determine rates of change, slopes, or

speeds of tangents, while integral calculus focuses on finding areas under curves and solving

differential equations by determining antiderivatives. The fundamental theorem of calculus forms

the link between differentiation and integration, where finding derivatives is the inverse operation

of finding areas under curves. These principles have wide applications, including plotting curves,

analyzing physical systems, finding work done by systems, and calculating pressures in design

situations.

According to Russel (2020), numerous real-world applications of calculus exist. It is

utilized in the fields of geography, artificial intelligence, robotics, photography, computer vision,

video games, and even film. This is also used in the study of gravity and planetary motion, fluid
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flow, ship design, geometric curves, bridge engineering, and even to calculate the rates of

radioactive decay in chemistry, as well as to predict birth and death rates. Calculus is an area of

mathematics that is useful to economists and is the foundation of Einstein's theory of relativity.

In the article of guruathome.org (2023), it listed the importance of calculus to a student’s

learnings. For students to approach problems logically and develop analytical thinking skills, they

must learn calculus since it develops critical thinking and problem-solving skills. Students can

improve their overall problem-solving skills by applying concepts of calculus to real-world

scenarios in science, engineering, economics, and other fields by breaking down problems into

manageable parts. Furthermore, it strengthens students' comprehension of mathematical concepts

and their applications, and lays the groundwork for more complex mathematics. Because various

college majors require calculus knowledge as a prerequisite, mastering the subject gives students

an advantage on their studies in college, and opens up new academic and career opportunities,

thus, preparing them for higher education. calculus has a wide range of real-world applications,

such as modeling the spread of diseases and analyzing supply and demand curves in economics.

Knowing calculus gives students the tools they need to make deft decisions based on quantitative

analysis, which is an important skill in the data-driven world of today. Furthermore, teaching

calculus to students encourages them to think creatively and experiment with new and different

concepts. It encourages students to pursue careers in STEM fields and fosters their sense of

curiosity about the world, which advances both science and technology. The challenges of

calculus not only improve one’s mathematical skills, but it also sets them for a future of

development and achievement.

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Self-paced Learning

Priscilla (2020) defines self-paced learning as the capacity of the individual to learn at

their own speed and on their own schedule, independent from synchronized assignments and

group timelines. In contrast to traditional classroom environments, where students are expected to

advance consistently, self-paced learning frees students from set schedules and allows them to

work through the material at their own pace and preference. This break from traditional

educational models represents a paradigm shift toward individualized learning experiences that

are designed to meet each person's unique needs and learning preferences.

Parallel to this, the Digital Learning Institute (Dec. 20) describes self-paced learning as a

method of instruction in which students set the pace of their education as opposed to having the

instructor set it for them. Because of its learner-centric approach, which encourages autonomy and

self-regulation, students can devote different amounts of time to different topics or modules

according to their interests and comprehension levels. Self-paced learning makes learning more

personalized and engaging by giving students the flexibility to quickly go through well-known

material or dive deeper into difficult concepts. This improves overall knowledge retention and

mastery.

Riffat (2023) conducted an article about self-paced learning and its difference to cohort

learning, another learning method used in his research. In his article, studies show that cohort

learning frequently performs better in some areas than self-paced learning. On a University of
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California study he included, cohort students outperformed self-paced students in terms of

academic performance and graduation rates, with a noteworthy graduation rate difference of 85%

for cohort students versus 70% for self-paced students. Similarly, cohort learners reported higher

levels of engagement, motivation, and satisfaction than self-paced learners did, with 90%

reporting engagement and 85% reporting motivation, compared to 60% and 70%, respectively,

according to research by the National Council for Accreditation of Teacher Education. However,

self-paced learning proves to be beneficial in various fields. In contrast to cohort learners, who

reported feeling less confident in their time management skills (75%), 90% of self-paced students

demonstrated better self-direction and time management skills, demonstrated in a study conducted

by Open University. These results highlight the fact that, despite the distinct advantages and

disadvantages of cohort and self-paced learning approaches, each is useful in a variety of settings,

underscoring the significance of taking individual learning preferences and objectives into

account. This had also shown that self-paced learning has its weaknesses when it comes to a

student’s graduation rate, reporting engagement, and reporting motivation, but it had the strengths

of self-directions and time management skills compared to cohort learning. Riffat had also listed

the advantages and disadvantages of self-paced learning. The benefits of self-paced learning

include the freedom to study at one's own speed and on one's own schedule. Additionally, it gives

students complete control over their educational path, allowing for a customized experience based

on their preferred structure, curriculum, and pace. Despite these advantages, there are drawbacks

as well, such as little opportunity for interaction with teachers and peers, possible issues with

motivation and accountability, and a need for strong self-discipline. Furthermore, students may
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find it difficult to pinpoint areas in which they need to improve if they do not receive feedback,

and underscored the importance of self-motivation and self-discipline in finishing coursework.

Social media in student’s academics

According to Pathak (2022), social media’s birth is an advantage for students and young

professionals for learning several aspects engagingly. The go-to platforms, such as YouTube,

Instagram, and Facebook, for student learning in the form of video format. 95% of students have

access to mobile devices that connects to the Internet, research has shown, meaning that less than

5% of students are possibly excluded on using mobile technology for education purposes. In this

digital age, social media became an important asset not only for communication but also in the

field of education, emerging as an effective spot for sharing, reviewing, as well as acquiring

information. The article presented a table of reasons that have been found for students to use

social media, showing the maximum utilization of social media for obtaining information

(79.7%), keeping in touch with friends (74%), facilitating work (55.1%), keeping in touch with

family (47.1%), and chatting (43.6%).

Ansari & Khan’s (2020) study examine how social media and mobile devices are used and

effect higher education, with a particular emphasis on student and teacher interaction and

collaborative learning. The study, involving 360 students from a university in eastern India,

measures perceptions and validates instruments using a structural equation model. Results show

that using social media for collaborative learning has a major impact on how students engage with

their teachers and peers as well as how they share knowledge online. Moreover, the increased

involvement that arises from this kind of contact has a good impact on academic achievement.
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According to the study, students who use social media for collaborative learning are more

creative, dynamic, and inclined toward research.

The study of Boahene, Fang, & Sampong (2019) uses a sample of 808 students from ten

public tertiary institutions to investigate the effect of social media usage on academic achievement

among tertiary students. It examines the connection of students' academic achievement and the

frequency with which they utilize social media for learning, taking into account academic self-

efficacy and innovative traits as moderators and mediators, respectively. The results acknowledge

the possible drawbacks but also point to a positive correlation between academic achievement and

the use of social media for education. This study emphasizes the moderating influence of

innovation traits as well as the significance of academic self-efficacy as a mediator in improving

academic performance. This study fills a significant gap in the literature by examining research

conducted in developing nations, especially in Sub-Saharan Africa. The study's practical

implications involve providing policymakers, educational institutions, and stakeholders with

information to encourage the use of social media for education in order to improve academic

performance over the long term in postsecondary education.

Willbold’s (2019) study explores how social media and technology are common in

modern culture, especially among students. It investigates whether social media platforms are

useful for teaching and how, when used properly, they help close learning gaps. The study

outlines a number of instructional strategies and the advantages of social media for raising

academic achievement in pupils. Firstly, social media makes it easier for people to collaborate and

communicate. Students can connect and ask questions of teachers and classmates, which helps to
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advance learning. It also acts as a concrete knowledge store, helping students locate pertinent

material and efficiently get ready for classes. Furthermore, social media platforms help to enhance

reading, writing, and literacy abilities by offering interesting information that encourages an

active learning culture. Finally, social media creates options for distant learning, which is

especially helpful for underprivileged students who are unable to attend regular educational

settings. Through online resources like Skype and webinars, these students can learn. The study's

overall findings highlight social media's potential in education when used responsibly.

According to Bharwani (2023), social media in particular has a significant impact on

modern life and is especially important for students. Social media facilitates communication and

the sharing of information, but overuse of it has been associated with negative outcomes such a

decline in interest of in-person relationships and family time, which has a detrimental influence on

social and emotional wellbeing. However, students have networking, communication,

informational, and educational opportunities when they utilize social media responsibly. It is

essential to encourage responsible social media usage through extensive education and awareness

campaigns in order to optimize advantages and minimize disadvantages.

YouTube videos as additional learning tool

YouTube contains a variety of content in the platform, ranging from entertaining skits to

educational videos full of information. According to the study of Shoufan & Mohamed (2022), it

is unknown how reliable the learning content is on the platform, what strategies using this
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platform in education are, nor what the effects of watching YouTube are to the students’

performance and behavior. They concluded three answers after conducting this study: (1) an

increasing concern about content quality is found, (2) no relationships were established between

strategies and learning despite the versatile production and usage quality of YouTube, and (3)

most studies reported positive impacts on student learning in the form of enhanced skills,

competencies, interest, motivation, engagement levels, or test performance. As results, the study

deemed YouTube as an enjoyable and easy-to-access source of educational content, yet its best

suitable for guided learning wherein teachers make or select content, including it in a well-

defined, pedagogy-driven learning context.

Another study conducted by Rahmatika, Yusuf, & Agung (2021) found that YouTube can

be an effective tool for independent learning among students. Parents are also find the platform

helpful as it is easily accessible from anywhere and at any time. The study suggests that teachers

can also use YouTube as a learning resource to assist students in their studies. However, it is

important that teachers carefully select videos that are appropriate for the material being taught as

well as the age and psychological development of their students to ensure that the material is

easily understood.

The study of Kohler & Dietrich (2021) showed the limitations of educational videos on

YouTube on science communication. A number of reasons why science communication through

YouTube instructional videos is limited. First, there is a concern about the presumed

shortcomings of users, implying that instructional videos should be customized to rectify these

shortcomings. But this paradigm ignores personal preferences and learning styles, which produces
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a range of results. Moreover, it is not always accurate to assume that the person communicating

has more knowledge than the other person because actors in these videos sometimes don't know

what they're doing or spread misleading information. Furthermore, the absence of interaction in

self-paced learning settings and the scarcity of instant feedback may make it more difficult for

users to interact with the content. Lastly, the entertainment-focused environment of YouTube may

give rise to false beliefs about the caliber and dependability of content. These intricacies

underscore the significance of taking into account variables such as media consumption patterns

and digital literacy when assessing the efficacy of instructional videos. In order to more accurately

assess the influence of instructional videos on YouTube, future research in science

communication should go deeper into understanding user groups, preferences, and learning

predispositions.

Synthesis

The Tennessee Tech emphasized that mathematics is the foundational framework for

many academic fields, impacting everything from the natural sciences to engineering. Notably,

mathematicians use patterns and reasoning to solve issues and reach conclusions, a notion that

notable people like Albert Einstein and Benjamin Peirce have stated. Velarde mentions the

significance of mathematics in STEM education as a means of recognizing patterns, making

inferences, and simulating real-world occurrences. Interdisciplinarity in STEM education

promotes focused, integrated, and meaningful learning experiences. Hawson, however, draws

attention to the difficulties students encounter when attempting to apply mathematical principles
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in STEM professions because of things like a lack of curiosity, confidence, and problem-solving

abilities. This suggests that in order to close the gap between mathematical theory and its real-

world applications in STEM fields, improved instructional approaches are required.

Calculus, as described by Britannica, comprises both differential and integral calculus,

developed independently by Isaac Newton and Gottfried Wilhelm Leibniz in the 17th century. Its

applications, spanning physics, economics, and beyond, allow for solving diverse problems like

tracking space shuttles and predicting dam pressures. These principles, as highlighted by Russel,

find extensive real-world applications in fields such as geography, robotics, and economics,

laying the foundation for Einstein's theory of relativity and enabling predictions in various

domains, from birth rates to planetary motion. Additionally, guruathome.org underscores the

importance of calculus in fostering critical thinking, problem-solving skills, and analytical

reasoning. It prepares students for college studies, offers opportunities across academic and career

realms, and encourages pursuits in STEM fields.

Priscilla and the Digital Learning Institute emphasized the method of self-paced learning

as a learner-centric method that allows individuals to explore studies freely and preferred pace

and schedule. Riffat’s research had determined that self-paced learning has its strengths and

weaknesses. Nevertheless, self-paced learning encourages more self-discipline and time

management abilities, while necessitating strong self-control and the importance of feedback or

social connection.

The role of social media in student’s learning resulted into two conclusions. Pathak,

Ansari & Khan, Boahene, Fang, & Sampong, and Willbold highlights the advantageous role of
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social media in education, particularly for students, providing engaging platforms like YouTube,

Instagram, and Facebook for learning various subjects. Bharwani, however, underscores the

significant impact of social media on modern life, particularly for students, advocating for

responsible usage to optimize its benefits while minimizing negative outcomes.

The role of YouTube as an additional learning tool is multifaceted, as evidenced by

various studies. Shoufan & Mohamed mention the platform's potential as a source of educational

content, noting concerns about content quality but also recognizing its positive impact on student

learning, motivation, and engagement. Similarly, Rahmatika, Yusuf, and Agung emphasize

YouTube's effectiveness for independent learning due to its accessibility and versatility. Both

studies of Shoufan & Mohamed, and Rahmatika, Yusuf, & Agung suggested the involvement of

teachers on harnessing YouTube’s educational content aligned with their curriculum. However,

Kohler & Dietrich stated cautions about the educational videos on YouTube in the topic of

science communication, highlighting the concerns about content accuracy, user interaction, and

the entertainment-focused nature of the platform, suggesting the need for deeper understanding of

user preferences and learning predispositions to assess the efficacy of instructional videos

accurately. These studies all underscore the importance of integration and evaluation of YouTube

content within education, recognizing both its potential benefits and limitations in enhancing

student learnings.

This research falls into a similarity with some of the mentioned studies above, with the

major factors of determining the effects of social media, specifically YouTube for this research,

and the impact of self-paced learning to a student’s performance. With the purpose of the study of
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getting insights of selected STEM students on their academic performance with self-paced

learning using YouTube’s educational contents about Basic Calculus, the literature and studies

cited above will help the researchers develop their knowledge further about their topic as well as

expand their understandings for conducting the research.

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STI Academic Center, Barangay Uno, National Highway,
Calamba City, 4027 Laguna

SENIOR HIGH SCHOOL DEPARTMENT

CHAPTER III

METHODOLOGY

This chapter discusses the methods used throughout the study, the research design, the

instruments used for the research, data gathering instrument, data gathering procedure, and

statistical treatment of data.

RESEARCH METHOD

The research design that the researchers will be using is a qualitative research design,

phenomenological research methodology will be used in conducting the study. The researchers

selected the qualitative research design as the study will conduct non-numerical data to gain an

understanding on the study’s targets, and by using phenomenological research methodology, the

researchers will investigate the individuals’ perceptions of their academic performance through their

experiences. It will be used to determine the perceptions of STEM students on their academic

performance in Basic Calculus using YouTube videos as a self-paced learning tool. With this study

method, the researchers can get the insights of selected STEM students on their academic

performance using a learning tool, possibly acquiring knowledge on the effects of YouTube’s

educational videos about Basic Calculus on the students’ academic performances. It is both an

interest and relevance to the researchers as YouTube’s educational videos intrigues both the

researchers and the students, and the knowledge of YouTube’s impact on a student will benefit the

researchers of the study being students of the STEM field as well.

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RESEARCH DESIGN

This study will use phenomenological research – an approach done by understanding

people’s or individual’s views on their experiences or results. The researchers chose the

phenomenological approach to identify the insights of the selected STEM students in this study,

investigate the experiences that vary within the respondents, and further the understanding of

researchers that delve into this topic in regards of the STEM students’ perceptions. This approach

will be beneficial to the researchers as it dives into the experiences of the selected students to their

performance in academics with self-paced learning using Basic Calculus YouTube videos, the

results of this study will be gathered by the researchers for further knowledge as well.

RESPONDENTS OF THE STUDY

The respondents of this study are the undergraduate STEM Students or grade 11 STEM

students with the core subject of Basic Calculus at STI College Calamba comprising of 15

students. The researchers chose the said respondents as STEM students on grade 11 have their

core subjects of Basic Calculus on the current semester. Additionally, with the difficulty of the

subject Calculus students seek out more sources of knowledge for further comprehension of the

current Basic Calculus subject, such as using YouTube’s educational videos on their own paces.

No age range, gender, or economic status will be specified to ensure that the study includes a wide

range perspective and experiences.

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SAMPLING PROCEDURE

The sampling method used by the researchers is purposive sampling (or judgmental

sampling), selecting participants for this study because they have characteristics that the

researchers will need in the sample. The researches chose this sampling method as they will need

the individuals that are likely to possess certain characteristics and traits that can help to further

secure the desired outcome of the research, for this study, STEM students that are undergraduate

and use YouTube videos to aid their learning in Basic Calculus. To utilize the purposive sampling

method, researchers must first define the objectives of their study, the purpose of the study, as

well as the individuals involved. Next, identify what characteristics are they looking for their

respondents, and then select 30 students that fit the criteria.

RESEARCH INSTRUMENT

The research instruments the researchers will utilize are interviews, specifically semi-

structured interview, and survey with Google Forms.

With semi-structured interviews, the researchers will ask open-ended questions for the

selected person to answer freely, possibly giving the researchers similar or different data from

other people previously interviewed, as well as an opportunity to explore particular themes or

responses further, to allow researchers to collect detailed information about the interviewee’s

answers. The researchers chose to use interview as a means to collect raw and unfiltered answers

from the respondents selected. A questionnaire, that is self-made by the researchers, will be made,
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and video/audio recording will capture details of the interview for the researchers to transcribe

and collect data.

The researchers will use survey in Google Forms to assess the STEM students’

experiences with self-paced learning and using YouTube. A questionnaire will be designed to

capture relevant and various information pertaining to students' engagement with self-paced

learning methods and using YouTube videos for academic purposes. Distributing the survey via

Google Forms ensures accessibility and convenience for participants, as they can easily access

and complete the questionnaire using any internet-enabled device at their own convenience.

DATA GATHERING PROCEDURE

This study is aimed to determine the perceptions of STEM students’ academic

performance with self-paced learning using Basic Calculus YouTube video. To gather data on

their experiences with self-paced learning, the researchers will first create their questionnaire for

the interview with a respondent. The researchers will find the selected 15 STEM students that fit

their criteria for the study, both the researchers and respondents will set an agreed-upon date for

their meeting. The interviews will begin with the researcher introducing themselves, stating their

purpose, and asking permissions, such as for answering the given questions and for recording the

sessions, before proceeding to the interview. The other researchers will take charge on recording

raw data that will be analyzed and reviewed after the interview finished. After the interview, the

researches will express their gratitude to their respondents and begin the data forming.