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YouTube Video Tutorials and Academic Performance in Learning Biology Genetics among Science Students: Prospects for Food Biotechnology Application

Dimple G. Delfinado(1), Stella Mae S. Silva(2), Emysan Nicole P. Betita(3), Rodgelee G. Richa(4), Allan Mark Q. Gamboa(5), Sherry V. Mecida(6), Anamarie G. Valdez(7), Dennis M. Valdez(8),


(1) Sultan Kudarat State University
(2) Sultan Kudarat State University
(3) Sultan Kudarat State University
(4) Sultan Kudarat State University
(5) Sultan Kudarat State University
(6) Sultan Kudarat State University
(7) Sultan Kudarat State University
(8) Sultan Kudarat State University
Corresponding Author

Abstract


This study examined the contextual effects of YouTube video tutorials on science students’ academic performance in learning Genetics, with prospects for food biotechnology application. A descriptive-correlational quantitative design was used involving 84 Bachelor of Secondary Education major in Science students from Sultan Kudarat State University-ACCESS Campus. Data were collected using a modified Likert-scale questionnaire and students’ Genetics grades. Students perceived YouTube video tutorials as very effective in supporting self-paced learning, visualizing biological processes, and improving their understanding and application of Genetics concepts. The food biotechnology prospect highlights the relevance of Genetics concepts to heredity, DNA processes, genetic variation, and food-related biological applications. However, regression analysis showed that the contextual effects did not individually predict academic performance.

Keywords


Academic performance; Food biotechnology education; Genetics learning; Science education; Self-paced learning; Youtube video tutorials.

References


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