Abstract
This study investigated the Impact of YouTube enhanced Instruction on students’ performance in algebra among Senior Secondary School Students, In Zaria Education Zone, Kaduna State, Nigeria. The research design for this study was quasi-experimental involving pretest, posttest and control group. The population of the study was 7,097 SS2 Senior secondary school students which comprised of 4,015 Males and 3,082 females from 30 public Senior Secondary Schools in Zaria Education Zone. A sample of 124 students from two randomly selected out of 20 co-Education 30 public Senior Secondary schools was used for the study. The study involve two groups experimental and control. The experimental group was taught Algebra through Youtube while the Control Group was exposed to the same concept using Conventional Method. The instrument used for data collection; Algebra Performance Test (APT). The instruments was also validated by the experts in the Department of Science Education, Ahmadu Bello University, Zaria. The reliability coefficients of 0.89 and 0.65 was estimated using Pearson Product Moment Correlation (PPMC) and Cronbach’s Alpha statistics respectively. Four research questions and four null hypotheses were established to guide this study. Research questions were answered using Mean, Standard Deviation, statistics while the null hypotheses were tested using Independent Sample t-test at 0.05 level of significance. The major findings revealed a significant difference between the mean scores of experimental and control groups in their performance, all in favor of the experimental group. The results also show that male and female students in the experimental group do not significantly differ in their performance. Based on the findings, the researchers concluded that teaching Algebra via YouTube is gender friendly among Senior Secondary School Students. It is therefore recommended that Secondary School Mathematics teachers should frequently employ YouTube in teaching difficult and abstract branch in Mathematics like Algebra.