Usability of active teaching and learning techniques with YouTube videos to enhance understanding of thermodynamics laws in selected secondary schools in Rwanda

Abstract This study examined the effectiveness of active teaching methods combined with YouTube videos in secondary school students understanding of thermodynamics laws. A mixed-method approach was used with both quantitative and qualitative data. A quasi-experimental design was used, with the experimental group exposed to active teaching methods using YouTube videos and the control group taught traditionally. The Survey of Thermodynamic Processes and the First and Second Laws and Semi-Structured Interview were employed. The study involved 86 male students from Rubavu district, senior 3 students at Petit Seminaire Saint Pie De Nyundo. Pre-intervention test showed no significant difference (P > .005 ) in the students understanding of thermodynamics between the two groups. However post-intervention results showed a big improvement in the experimental group, with MANOVA analysis showing a highly significant difference ( p < .001) in favour of the experimental group. Also qualitative data from semi-structured interviews highlighted students’ positive views on the active learning approach, how YouTube videos catered for different learning styles and self-paced learning. These findings suggest that integrating dynamic visual content and real life examples through platforms like YouTube can improve students’ understanding and performance in complex subjects like thermodynamics.