Leveraging YouTube as a Valuable Educational Resource for Library and Information Science students in Delta State University, Abraka

Abstract

The study determined the extent to which Library and Information Studies (LIS) students are aware of and patronize/utilize YouTube as an educational resource. Two research questions and one hypothesis guided the study. A descriptive survey design was used by the researchers. The population of the study comprised 477 undergraduate students, of whom 217 were randomly selected. The questionnaire was the instrument used for data collection. The questionnaire was validated by two experts, and the Cronbach alpha was used to establish the reliability of the instrument, which yielded 0.75. Data were analyzed with frequency counts and simple percentages, and Statistical Product and Service Solutions (SPSS) version 23 was used to generate the mean and standard deviation, while Pearson's product-moment correlation coefficient was used to test the hypothesis at 0.05 significant levels. The findings revealed that the undergraduates had a high extent of awareness and utilization of YouTube as an educational resource. Lastly, the test of hypothesis shows there is a significant relationship between LIS undergraduates’ extent of awareness and utilization of YouTube as an educational resource at Delta State University, Abraka. Based on the findings, the researchers recommended promoting awareness, integrating YouTube educational content into the curriculum, fostering critical evaluation skills, facilitating collaboration with content creators, and establishing mechanisms for continuous assessment and feedback.