Research Papers and Publications

The effectiveness of YouTube as a pedagogical tool in TVET training

By

Wandago Benson Odongo.

(Kenya Coast National Polytechnic)

Mwangi Ayub Mutua

(Kenya Coast National Polytechnic)

Bozo Jenje

(Kenya Coast National Polytechnic)

Miano Kihu Peter

(Kenya Coast National Polytechnic)

Mwabonje Rita.

(Kenya Coast National Polytechnic)

ABSTRACT

Development in information technology has brought with it a multiplicity of measures for publishing and accessing information and instructional resources which can be harnessed for TVET training. Among the developments was the invention of YouTube 2005. YouTube being one of the most popular websites in the 21st century allows learners to access instructional material on a wide variety of topics crafted in verbal as well as pictorial form with ease whenever demanded. YouTube content can be designed and used in almost any discipline to enhance learning, both in class, and also for out-of-class assignments. Short film and video clips posted on the web can be easily accessed by learners and viewed to reinforce concepts and spark discussion. However, questions still remain on how to best implement this learning tool in TVET training in Kenya as well as students’ perceptions of its use. The purpose of this study was to examine the extent of YouTube usage in TVET training by learners and instructors in Kenya. The study aimed at establishing the level of YouTube usage among trainers in TVET institutions; the number of trainers who developed YouTube content for training; identify challenges and limitations of this online resource. The study involved 10 instructors and 120 students from two institutions offering TVET training in Mombasa County. Findings indicate that students often use YouTube to complement classroom instruction, such content made it easy to understand processes, operation of machines, programs and software. It was also established that most of the material accessed by the learners was developed in the west and other parts of the world. The study also found out that local trainers were hesitant to develop YouTube content due to low multi media content development capacity. The study therefore recommends that use of YouTube and other multimedia tools should be given prominence in TVET training. It further argues that instructors in TVET institutions should be trained on online content development to increase the amount of local content shared on the internet platform. It however suggests that despite its relevance, YouTube is only be a complement but cannot substitute class room instructors.

Key words: Pedagogy, TVET, Multi media, YouTube, Training, technology