KNUST Research Week and Scientific Conference: Empowering Researchers to Achieve Impactful Outcomes

The growing use of digital platforms in education will create opportunities to tackle ongoing challenges in mathematics, where abstract concepts often hinder student performance. Based on multimedia learning theory, which suggests that students learn more effectively from a combination of words and pictures than from words alone, this study will examine the impact of YouTube tutorial videos on the mathematics performance of Senior High School (SHS) students in a STEM-focused context. A quasi-experimental pre-test-post-test design will be used, involving around 90 female Form two students from a STEM high school in Ghana’s Bosomtwe District. Three intact classes will be randomly assigned to one of three teaching methods: a blended approach (traditional + YouTube), a traditional-only approach, and a YouTube-only approach. Data will be collected using a 10-item Circle Theorem Achievement Test (CTAT), which will be administered before and after the intervention. An Analysis of Covariance (ANCOVA) will be conducted to compare the mean post-test scores of the three groups, controlling for pre-test scores. The results will provide empirical evidence on the relative effectiveness of blended versus unimodal teaching methods. This research will have practical implications for educators and policymakers, providing insights to help develop effective strategies for incorporating digital tools into mathematics teaching that support national STEM goals. The study will also recommend that future research explore long-term effects and expand the scope to other mathematical topics.