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Published in
Academic Frontiers
The Impact of YouTube-Based Instruction on Grade 11 Students' Oral Proficiency: Basis for an Enhancement Program
ACADEMIC FRONTIERS Multidisciplinary e-Publication, 1(3), 1-11, ISSN: 3082-4400, 2026.
Recommended Citation:
Musor, J. M. (2026). The Impact of YouTube-Based Instruction on Grade 11 Students' Oral Proficiency: Basis for an Enhancement Program. ACADEMIC FRONTIERS Multidisciplinary e-Publication, 1(3), 1–11. https://doi.org/10.5281/zenodo.18828800
Author(s)
Musor, Johaira M.
Abstract
The study centers on the Impact of YouTube-based instruction on Grade 11 Students’ oral proficiency at Mindanao State University – Lanao National College of Arts and Trades (MSU-LNCAT). It is anchored on Social Learning Theory, Cognitive Theory of Multimedia Learning, and Constructivist Learning Theory. This study determined the pre-test and post-test scores of Grade 11 students before and after the YouTube-based instruction intervention, and the significant differences in oral proficiency and in students’ perceptions of the intervention's effectiveness. A mixed-methods research design was used in this study. Rubrics for Impromptu Speech (RIS), TED Talks Videos, YouTube-based Instruction Perception Scale (YIPS), and Focus Group Discussion (FGD) Guide Questions were employed. Ethical considerations and a well-organized data-gathering protocol were strictly observed. Further, statistical analyses, including mean and standard deviation, Levene’s test, independent t-test, and mode and frequency distributions, were applied to analyze the data. The study's results served as the basis for an enhancement program for senior high school students’ oral proficiency. The study's findings revealed that both groups improved, but the experimental group showed a greater increase in scores after the YouTube-based instruction intervention than the control group. There was a significant difference between the control and experimental groups during the post-test, but none during the pre-test. In addition, respondents’ perception of the effectiveness of YouTube-based Instruction was high, as shown by respondents’ strong agreement on its usefulness for learning, motivation, and engagement, concerns about quality and reliability, and perceived that videos used were not too long, not boring, not difficult, of good quality, and accessible. Thematic analysis revealed a pattern of boosting confidence and public speaking skills, the effect of a TED talk video on effective communication, reduced anxiety, increased motivation and confidence in public speaking, and the development of English language skills through exposure to TED talk videos. Based on the study's findings, the researcher developed an enhancement program to refine and strengthen students’ oral proficiency as a strategic response to the issues and challenges.
Keywords: Instruction, YouTube-based Instruction, Oral Proficiency, Enhancement Program
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