The Perception of Grade 11 Students to the Use of YouTube and TikTok for

Academic Purposes in Eastern Valley School

A Research Paper Presented to the Faculty of

In Partial Fulfillment of the Requirements for the Subject

Nebril, Ashley
Blanza, Aristhea
Calleja, Jether
Gacusan, Fritz
Lumbre, Arianne
Carson, Charles
Bustamante, Joeffrey
Galvez, Jasmen
Sabeña, Angelo
Colon, Nathaniel

STEM (2025)
 CHAPTER I

Introduction

In today’s digital age, social media has become an essential part of students' lives,
influencing not only communication and entertainment but also education. With the rise
of online learning, platforms such as YouTube and TikTok are increasingly being used
as alternative sources of academic content. These platforms provide students with the
flexibility to access educational materials anytime and anywhere, making learning more
accessible and engaging. However, while they offer various advantages, their
effectiveness as learning tools remains a subject of debate.

YouTube, a video-sharing platform launched in 2005, has grown into one of the largest
sources of online educational content. Many educators and institutions create detailed
tutorials, lectures, and explainer videos covering a wide range of subjects. Its long-form
content allows in-depth discussions, making it suitable for complex topics that require
thorough explanations. On the other hand, TikTok, a social media app known for its
short-form videos, has introduced a new approach to learning. With its rapid, small
format, TikTok simplifies information, making it more digestible for students with shorter
attention spans. Some learners find these quick videos helpful, as they summarize key
concepts efficiently, while others struggle with retaining information due to the lack of
depth.

Despite the potential of these platforms in enhancing learning, concerns have been
raised regarding their impact on students' academic performance. One major issue is
the balance between educational and non-educational content. Since these platforms
are primarily designed for entertainment, students may find themselves easily distracted
by unrelated videos. The algorithm-driven nature of YouTube and TikTok also raises
concerns, as the recommendation system can lead students away from academic
content to purely recreational videos. Moreover, the credibility of information shared on
these platforms varies, with some videos lacking proper sources or expert validation.

The increasing reliance on social media for learning highlights the need to assess its
effectiveness in an academic setting. In the Philippines, the Department of Education
(DepEd) has acknowledged the role of digital platforms in modern education,
particularly during the shift to online learning. The K-12 curriculum encourages the
integration of technology into teaching and learning processes to enhance student
engagement and comprehension. However, there is still a gap in understanding how
students perceive these platforms and whether they truly contribute to academic
success.

This study focuses on the perspectives of Grade 11 students at Eastern Valley School
(EVS) regarding the use of YouTube and TikTok for educational purposes. As students
navigate the challenges of online learning and digital distractions, it is important to
explore their experiences, challenges, and preferences. By analyzing their insights, this
research aims to determine whether these platforms serve as effective learning tools or
if they contribute more to distractions. Furthermore, the study seeks to identify potential
improvements in how social media can be integrated into academic learning to
maximize its benefits.
Background of the Study

In today’s fast-paced digital world, students rely heavily on social media platforms like
YouTube and TikTok for academic purposes. These platforms provide accessible and
engaging content that can help students understand difficult topics, review lessons, and
discover new learning strategies. However, their impact on student learning remains a
widely debated topic. Some believe these platforms enhance education, while others
argue they serve as distractions.

According to Bardakçı (2019), students are more likely to use YouTube for academic
purposes when they find it beneficial and see their classmates using it as well.
YouTube's long-form content allows for detailed explanations, making it a valuable tool
for subjects that require comprehensive understanding. Similarly, Jaffar (2012) found
that YouTube is particularly effective for subjects that require visual learning, such as
science and mathematics. A study published in Frontiers in Education (2023) also
highlights that YouTube positively influences students' motivation, engagement, and
academic performance. At Eastern Valley School, many Grade 11 students use
YouTube to watch educational videos, tutorials, and lecture recordings to supplement
their studies.

On the other hand, TikTok’s role in education is more difficult. A study published in the
International Scientific Research Group Journal of Arts, Humanities, and Social Studies
(2024) highlights that excessive use of TikTok can negatively impact students’ academic
performance and social interactions. Since TikTok is primarily an entertainment platform,
students may find themselves easily distracted by non-educational content. However,
Pusparini (2022) noted that TikTok can be an effective learning tool when used with a
clear educational purpose. The study found that TikTok helped students improve their
English-speaking skills through interactive and engaging content. Additionally, research
from PsyPost (2023) indicates that frequent exposure to short-form video content on
TikTok may lead to reduced attention spans, which could affect learning retention. At
EVS, some students use TikTok for quick study tips, short educational clips, and
interactive learning experiences, while others see it as a distraction from schoolwork.

Statement of the problem

The purpose of this study is to determine the Perception of Grade 11 Students to the
use of YouTube and TikTok for Academic Purposes in Eastern Valley School.

Hence, the study will answer the following questions:

1.What are the age and gender of the Grade 11 STEM students at EVS?

2.How do Grade 11 students at EVS perceive YouTube and TikTok as academic tools?

3.What benefits do students gain from using these platforms for learning?

4.What challenges do they face when using YouTube and TikTok for academic
purposes?

5.How does the use of these platforms affect their academic performance?

6. How does it influence their study habits?

The research topic seeks to benefit the following:

Student: Obtaining insight into how TikTok and YouTube impacts students' academic
achievement might raise awareness and potentially result in better study practices. It
can assist them in making well-informed choices regarding their TikTok and YouTube
usage, and how it affects their academic goals.

Parent: Parents who are aware of how TikTok and YouTube affects academic
achievement can help their kids strike a good balance between social media use and
academic obligations. This study can enable parents to engage in meaningful dialogue
with their kids regarding responsible Tiktok usage and how it affects their academic
performance

Teacher: This knowledge can guide the creation of time management techniques that
will benefit students and improve their educational experience. By tackling these issues,
educators may observe enhancements in student involvement and academic
performance.

Future Researcher: This study can be used as a starting point for more research into
the intricate connection between academic achievement, TikTok and Youtube use.

Scope and Delimitation

This study explores the Perception of Grade 11 Students to the use of YouTube and
TikTok for Academic Purposes in Eastern Valley School. It focuses on students from the
STEM strand and will be conducted within the school over a period of 2 to 3 months.
The study aims to understand how these platforms are used for learning, the benefits
and challenges students experience, and how they influence study habits.

Data will be collected through interviews and open-ended surveys to gather students
experiences and opinions. Their responses will be analyzed to identify common patterns
in how they use YouTube and TikTok for school-related tasks.

However, this study has limitations. It only includes Grade 11 students from EVS and
does not cover other grade levels or schools. It focuses only on YouTube and TikTok
and does not include other learning platforms. It does not measure academic
performance but rather explores students’ perspectives on using these platforms for
learning.

Studies have shown that social media platforms like YouTube and TikTok can support
learning by providing educational content and tutorials. However, they can also be
sources of distraction, affecting students' ability to focus on schoolwork. This study will
help understand how Grade 11 students at EVS balance these benefits and challenges
in their academic life.
Theoretical Framework

This study, The Perception of Grade 11 Students to the Use of YouTube and TikTok for
Academic Purposes in Eastern Valley School, is based on the Uses and Gratifications
Theory (UGT) by Elihu Katz and Jay Blumler (1974) and its relevance to how students
engage with media for educational purposes.

Uses and Gratifications Theory explains that people actively choose media based on
their needs. In the context of this study, Grade 11 students use YouTube and TikTok for
learning, whether to find study materials, watch tutorials, or engage with educational
content. YouTube provides in-depth lessons, while TikTok offers short, engaging videos
that make information easier to absorb. These platforms serve as sources of
knowledge, creativity, and interaction, shaping students' study habits.

By applying this theory, this study aims to understand how students perceive and utilize
YouTube and TikTok for their academic needs, including the benefits and challenges
they experience in integrating these platforms into their learning routines.

Conceptual Framework

Figure 1. Conceptual Framework

The conceptual framework represents the Input, Process, and Output. Inside the
Input box, we are talking about the target respondents of our research. In the Process
box, we are showing how we will get our data for this research. And last, the Output
box, we are showing you the possible outcomes or impacts of our research to the
students of Eastern Valley School.
Definition of Terms

1. YouTube – A video-sharing platform that offers long-form educational content such as

2. TikTok – A social media platform known for short-form videos.

3. Academic Purposes – The use of YouTube and TikTok as tools to support learning,
such as watching study materials, tutorials, and educational discussions.

4. Perception – The way Grade 11 students at Eastern Valley School view and
experience YouTube and TikTok as academic tools, including their benefits and
challenges.

5. Educational Content – Videos or posts on YouTube and TikTok designed to help

6. Distraction – The tendency of students to shift their attention from academic content
to entertainment-related videos.

7. Study Habits – The way students manage their time and approach learning.

8. Uses and Gratifications Theory (UGT) – A theory that explains how individuals
actively choose media based on their needs.

9. STEM Strand – The Science, Technology, Engineering, and Mathematics academic