Exploring the use of YouTube videos in the teaching and learning of fractions in Grade 4

Thumbnail Image
Tsoaela, Mokgasi Benjamine
Journal Title
Journal ISSN
Volume Title
University of the Free State
The purpose of this study is to explore the teaching and learning of fractions using YouTube videos in grate 4. The study focused on two schools in Bethlehem/Bohlokong location in Free State province South Africa. The use of YouTube videos is a very new way of learning in the South African context. This new teaching approach might prove to be exciting for young learners in grade 4 because it has many options like animations, colourful videos, and pictures. Even though YouTube learning is exciting and fun, its implementation has challenges such as teachers wanting to use chalk and board and finding it demanding to change, and secondly, currently in South Africa there is a load shedding that happens almost after every 4 hours. This study was guided by Technological Pedagogical Content Knowledge (TPCK). The research participants in this research were two educators from different schools and 37 learners form School A (coloured dominated school) and 40 learners from School B (Zulu dominated school). The main key findings for this study are: Firstly, teachers find the teaching using YouTube videos very productive and helpful, as it makes their workload lighter. The YouTube videos are making learners to understand better and faster because it has options of pause and play, and learners can play them several times at home at their convenient time. Secondly this study has shown that learners enjoy learning by means of YouTube videos. Learners in school A and school B stated that they love the use of YouTube videos because they are colourful, they have pause and play options, one can play them at his or her convenient time. The implication for the teaching is that educators might have to plan thoroughly for lessons. Much time might be required during planning when they choose relevant videos and making snapshots. However, during teaching educators might play lighter role of pausing the video and explaining a few things. Lastly, the policies for the schools and department of education must be amended so that they can allow the use of gadgets in classrooms. It is recommended that, the use of YouTube videos in schools are good and can yield positive results for improvement of learning. Lastly these videos are loved by learners hence these learners are part of forth industrial revolution (4IR), and technology is a very important part of 4IR.
Dissertation (M.Ed. (Curriculum Studies))--University of the Free State, 2023
YouTube videos, gadget, chalkboard, Fourth Industrial Revolution (4IR), fraction (s), teaching and learning, Technological Pedagogical Content Knowledge (TPCK), pedagogical content knowledge, technological content knowledge, Covid-19