The Effectiveness of YouTube Channel-Based Learning in Improving Engineering Students Understanding of Stoichiometry in General Chemistry at Batangas State University

Abstract

Introduction

The study examines the effectiveness of YouTube channel–based learning in improving engineering students’ understanding of Stoichiometry in General Chemistry at Batangas State University. With the rapid growth of digital media, YouTube has emerged as a valuable supplementary learning tool that supports visual and auditory learning, making abstract and calculation-heavy topics like stoichiometry easier to understand.

Stoichiometry is widely recognized as a difficult topic due to its reliance on mole concepts, chemical equations, and mathematical problem-solving. Traditional teaching methods often fail to fully bridge the gap between theory and computation. Guided by Cognitive Load Theory, Dual Coding Theory, Constructivist Learning Theory, and Multimedia Learning Theory, the study argues that visual and multimedia instruction can reduce cognitive overload, enhance comprehension, and promote active learning.

Using an IPO (Input–Process–Output) framework, the research employed a quasi-experimental one-group pretest–posttest design involving first-year engineering students. The intervention consisted of selected YouTube instructional videos on stoichiometry, followed by guided practice and assessment. Data were collected through achievement tests and perception surveys.

Results showed that pretest and posttest scores were not normally distributed, leading to the use of non-parametric statistical analysis (Wilcoxon Signed-Rank Test). Findings revealed a statistically significant improvement in students’ performance after the YouTube-based intervention. Students demonstrated better understanding of mole concepts, balancing equations, and problem-solving steps, though areas like limiting reactants still required further practice.

Survey results indicated positive student attitudes toward YouTube-based learning. Students agreed that videos improved understanding, increased confidence, reduced stress, enhanced motivation, and made stoichiometry more engaging. They also valued the ability to pause, replay, and review lessons at their own pace.

Conclusion

This study at Batangas State University addressed all the objectives by proving that YouTube-based learning has significantly improved engineering students\' comprehension and understanding towards Stoichiometry. The positive results were supported and aligned with the existing studies about multimedia learning in YouTube. Based on these findings, the findings further indicated that the students were more involved and more confident in their ability to solve stoichiometric problems when they used YouTube tutorials as the learning supplements. The availability of the visual demonstrations, step wise solutions to problems, and real time explanation helped in getting a better picture of the complex concepts that are not easy to understand as a result of the traditional lectures. In addition, the article also noted that the adaptable learning platform of YouTube enabled the students to learn at a pace that suited them- go stopping, rewinding, or playing lessons whenever they needed them, which also led to a better understanding of the subject. Besides this, the research indicates that YouTube incorporation in the learning process may assist the instructor in meeting the different needs of the students in terms of learning. A large number of the students said that the platform served to fill the gaps in the understanding as it offered alternative explanations and visual examples that supplemented the discussion in the classroom. It means that multimedia materials may be used as the effective reinforcing agents to enhance understanding and memorization and make complex engineering courses more accessible. In summary, this study shows that learning with YouTube videos can greatly improve stoichiometry knowledge for Sanitary Engineering students at Batangas State University, with strong results and positive feedback supporting its effectiveness. Teachers are encouraged to use reliable YouTube videos in their chemistry classes and pair them with guided activities to boost student engagement and learning. Future research should look at long-term effects, compare YouTube with other platforms, and test these methods in other engineering fields to keep improving multimedia teaching in higher education.

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Copyright

Copyright © 2025 Moster, Charlene M., Nitro, Jamie J., Opeña, Jamaica Anne, Pamatian, Shaun Reniel M., Paras, Hershy J., Peralta, Kharia Fannah A., Ramirez, Michelle E., Rivera, Kaisha Jamaee J.. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.