Abrar, A. E. Y. (2022). The use of YouTube tutorial videos to improve students’ speaking skill at the second grade students of SMA Negeri 4 Bulukumba. English Language Teaching for EFL Learners, 4(1), 1-11. https://doi.org/10.24252/elties.v3i2.28256

Abu-Taieh, E., AlHadid, I., Masa’deh, R. E., Alkhawaldeh, R. S., Khwaldeh, S., & Alrowwad, A. A. (2022). Factors influencing YouTube as a learning tool and its influence on academic achievement in a bilingual environment using extended information adoption model (IAM) with ML prediction-Jordan case study. Applied              Sciences, 12(12), Article 5856. https://doi.org/10.3390/app12125856

Adjei, Y., Osei-Himah, V., Duku, P., & Siaw, W. N. (2023). The impact of performance-based assessment strategies on pre-service teachers’ self-efficacy and academic achievement in general physics. Pedagogical Research, 8(4), Article em0168. https://doi.org/10.29333/pr/13388

Akhter, N., Waqar, Y., Ali, N., & Butt, I. H. (2022). Exploring the chemistry teachers’ perceptions of enhancing awareness of the role and importance of chemical literacy for the benefit of school community during Covid-19. Journal of Positive School Psychology, 6(9), 88-101. https://bit.ly/49VIF2T

Allgaier, J. (2020). Science and medicine on YouTube. In J. Hunsinger, L. Klastrup, & M. Allen (Eds.), Second international handbook of Internet research (pp7-27). Springer. https://doi.org/10.1007/978-94-024-1202-4_1-1

Assem, H. D., Nartey, L., Appiah, E., & Aidoo, J. K. (2023). A review of students’ academic performance in physics: attitude, instructional methods, misconceptions and teacher’s qualification. European Journal of Education and Pedagogy, 4(1), 84-92. https://doi.org/10.24018/ejedu.2023.4.1.551

Bohloko, M., Makatjane, T. J., Mokuku, T., & George, M. J. (2019). Assessing the effectiveness of using YouTube videos in teaching the chemistry of group i and vii elements in a high school in Lesotho. African Journal of Research in Mathematics, Science and Technology Education, 23(1), 75-85. https://doi.org/10.1080/18117295.2019.1593610

Briones, C. B. (2018). Teachers’ competency on the use of ICT in teaching physics in the junior high school. In 4th International Research Conference on Higher Education, KnE Social Sciences (pp.177–204). https://doi.org/10.18502/kss.v3i6.2380

Cheung, D. (2009). Students’ attitudes toward chemistry lessons: The interaction effect between grade level and gender. Research in Science Education, 39, 75-91. https://doi.org/10.1007/s11165-007-9075-4

Cheung, D. (2011). Evaluating student attitudes toward chemistry lessons to enhance teaching in the secondary school. Educación Química, 22(2), 117-122. https://doi.org/10.1016/S0187-893X(18)30123-X

Christopoulos, A., Pellas, N., Kurczaba, J., & Macredie, R. (2022). The effects of augmented reality‐supported instruction in tertiary‐level medical education. British Journal of Educational Technology, 53(2), 307-325. https://doi.org/10.1111/bjet.13167

Cohen, L., Manion, L., & Morrison, K. (2017). Research methods in education (6th ed.). Routledge.

Ezeudu, F. O., Ezeudu, S. A., & Jolaosho, R. A. (2020). Effect of YouTube instructional package videos on male and female secondary school students’ achievement and retention in economics in Mushin local government area. Journal of Economics and Allied Research, 4(2), 110-125. https://bit.ly/4ctmt22

Fasasi, R. A. (2017). Effects of ethnoscience instruction, school location, and parental educational status on learners’ attitude towards science. International Journal of Science Education, 39(5), 548-564. https://doi.org/10.1080/09500693.2017.1296599

Freeman, B., Marginson, S., & Tytler, R. (2019). An international view of STEM education. In A. Sahin & M. J. Mohr-Schroeder (Eds.), STEM education 2.0: Myths and truths- what has K-12 STEM education research taught us? Brill, Leiden, The Netherlands (pp.350-363). Brill. https://doi.org/10.1163/9789004405400_019

Habes, M., Salloum, S. A., Alghizzawi, M., & Mhamdi, C. (2019). The relation between social media and students’ academic performance in Jordan: YouTube perspective. In A. Hassanien, K. Shaalan, & M. Tolba (Eds.), Proceedings of the International Conference on Advanced Intelligent Systems and Informatics 2019 (pp. 382-392). Springer. https://doi.org/10.1007/978-3-030-31129-2_35

Hacieminoglu, E. (2016). Elementary school students’ attitude toward science and related variables. International Journal of Environmental & Science Education, 11(2), 35-52. https://bit.ly/48ZDvlj

Hongsuchon, T., Emary, I. M. E., Hariguna, T., & Qhal, E. M. A. (2022). Assessing the impact of online-learning effectiveness and benefits in knowledge management, the antecedent of online-learning strategies and motivations: an empirical study. Sustainability, 14(5), Article 2570. https://doi.org/10.3390/su14052570

Iji, C. O., Abah, J. A., & Anyor, J. W. (2017). Impact of cloud services on students' attitude towards mathematics education in public universities in Benue state,    Nigeria. International Journal of Research in Education and Science, 3(1),       228-244.

Insorio, A. O., & Macandog, D. M. (2022). Video lessons via YouTube channel as mathematics interventions in modular distance learning. Contemporary Mathematics and Science Education, 3(1), Article ep22001. https://doi.org/10.30935/conmaths/11468

Johari, J., Sahari, J., Abd Wahab, D., Abdullah, S., Abdullah, S., Omar, M. Z., & Muhamad, N. (2011). Difficulty index of examinations and their relation to the achievement of programme outcomes. Procedia-Social and Behavioral Sciences, 18, 71-80. https://doi.org/10.1016/j.sbspro.2011.05.011

Koto, I. (2020). Teaching and learning science using YouTube videos and discovery learning in primary school. Mimbar Sekolah Dasar, 7(1), 106-118. https://doi.org/10.17509/mimbar-sd.v7i1.22504

Liu, Y. (2010). Social media tools as a learning resource. Journal of Educational Technology Development and Exchange, 3(1), 101-114. https://doi.org/10.18785/jetde.0301.08

Marifa, H. A., Abukari, M. A., Samari, J. A., Dorsah, P., & Abudu, F. (2023). Students’      perceptions of the pedagogical content knowledge of chemistry teachers on the concept of hybridization. Science, 11(2), 61-76. https://doi.org/10.11648/j.sjedu.20231102.11

Martínez-Borreguero, G., Naranjo-Correa, F. L., & Mateos-Núñez, M. (2022). Development of stem instructional resources for teaching optics to teachers-in-training: Influence on learning and teacher self-efficacy. Education Sciences, 12(3), Article 186. https://doi.org/10.3390/educsci12030186

Mayer, R. E., & Moreno, R. (2002). Animation as an aid to multimedia learning. Educational Psychology Review, 14, 87-99. https://doi.org/10.1023/A:1013184611077

Mazana, Y. M., Suero Montero, C., & Olifage, C. R. (2019). Investigating students' attitude towards learning mathematics. International Electronic Journal of Mathematics Education, 14(1), 207-231. https://doi.org/10.29333/iejme/3997

Ministry of Education. (2018). Ghana education reform agenda. Retrieved June 13, 2023 from https://moe.gov.gh/index.php/education-reform/

Muhammad-Jamiu, I. (2023). Effects of audio-visual media on academic achievement of senior secondary schools’ Islamic studies students in Kwara State, Nigeria. Journal of Digital Learning and Education, 3(1), 1-10. https://doi.org/10.52562/jdle.v3i1.390

Musengimana, J., Kampire, E., & Ntawiha, P. (2021). Factors affecting secondary schools students' attitudes toward learning chemistry: A review of literature. EURASIA Journal of Mathematics, Science and Technology Education, 17(1), Article em1931. https://doi.org/10.29333/ejmste/9379

National Teaching Council. (2017). National teachers’ standards for Ghana: Guidelines. Retrieved June 13, 2023, from https://bit.ly/3PlwiVy

Ndukwe, R. C. (2021). Effect of problem-solving strategy on chemistry students’ performance in secondary schools in Abia State. International Journal of Humanities Social Sciences and Education, 8(7), 226-232. https://doi.org/10.20431/2349-0381.0807025

Nennig, H. T., Idárraga, K. L., Salzer, L. D., Bleske-Rechek, A., & Theisen, R. M. (2020). Comparison of student attitudes and performance in an online and a face-to-face inorganic chemistry course. Chemistry Education Research and Practice, 21(1), 168- 177. https://doi.org/10.1039/C9RP00112C

Ogembo, J. O., Otanga, H., & Yaki, R. N. (2015). Students’ and teachers’ attitudes and performance in chemistry in secondary schools in Kwale county, Kenya. Global Journal of Interdisciplinary Social Sciences, 4(3), 39-43.

Olakanmi, E. E. (2017). The effects of a flipped classroom model of instruction on students’       performance and attitudes towards chemistry. Journal of Science Education and       Technology, 26, 127-137. https://doi.org/10.1007/s10956-016-9657-x

Orús, C., Barlés, M. J., Belanche, D., Casaló, L., Fraj, E., & Gurrea, R. (2016). The effects of learner-generated videos for YouTube on learning outcomes and satisfaction. Computers & Education, 95, 254-269. https://doi.org/10.1016/j.compedu.2016.01.007

Osokoya, I. O. (2007). Effects of video-taped instruction on secondary school students’ achievement in history. International Journal of African & African American Studies, 6(1), 27-34.

Pratama, Y., Hartanto, R., & Kusumawardani, S. S. (2018). Validating YouTube factors affecting learning performance. IOP Conference Series: Materials Science and        Engineering, 325, Article 012003. https://doi.org/10.1088/1757-899X/325/1/012003

Rahmawati, Y., & Anwar, K. (2022). The use of TikTok application: the impact on students’ vocabulary and attitude. PROJECT (Professional Journal of English Education), 5(3), 610-621. https://n9.cl/zie2s

Shaturaev, J. (2022). Economies and management as a result of the fourth industrial revolution: An education perspective. Indonesian Journal of Educational Research and Technology, 3(1), 51-58. https://doi.org/10.17509/ijert.v3i1.45652

Sherer, P., & Shea, T. (2011). Using online video to support student learning and engagement. College Teaching, 59(2), 56-59. https://doi.org/10.1080/87567555.2010.511313

Subban, P., & Mahlo, D. (2017). 'My attitude, my responsibility ‘Investigating the attitudes and intentions of pre-service teachers toward inclusive education between teacher preparation cohorts in Melbourne and Pretoria. International Journal of Inclusive Education, 21(4), 441-461. https://doi.org/10.1080/13603116.2016.1197322

Sunday, Y., Salami, D., Olorunishola, O. A., & Arivi, S. S. (2023). Influence of YouTube online device on undergraduate students’ performance in mathematics education in North-central, Nigeria. Journal of Curriculum and Instruction, 14(1-s), 115-124.

Taufik, M. S., Ridlo, A. F., Solahuddin, S., Iskandar, T., & Taroreh, B. S. (2022). Application of YouTube-based virtual blended learning as a learning media for fundamental movement skills in elementary schools during the Covid pandemic 19. Annals of Applied Sport Science, 10(1), 1-10. https://doi.org/10.52547/aassjournal.1020

Tekane, R., Pilcher, L. A., & Potgieter, M. (2020). Blended learning in a second year organic chemistry class: Students’ perceptions and preferences of the learning support. Chemistry Education Research and Practice, 21(1), 24-36. https://doi.org/10.1039/C9RP00099B

Vishnumolakala, V. R., Southam, D. C., Treagust, D. F., Mocerino, M., & Qureshi, S. (2017). Students’ attitudes, self-efficacy and experiences in a modified process-oriented guided inquiry learning undergraduate chemistry classroom. Chemistry Education Research and Practice, 18(2), 340-352. https://doi.org/10.1039/C6RP00233A

Yeboah, A., & Siaw, W. N. (2020). The impact of inquiry-based method of teaching on the academic performance of primary education students of Atebubu College of Education in General chemistry. European Journal of Basic and Applied Sciences, 7(1), 47-54. https://bit.ly/3wPVRI3

Zhou, Q., Lee, C. S., Sin, S. C. J., Lin, S., Hu, H., & Fahmi Firdaus Bin Ismail, M. (2020). Understanding the use of YouTube as a learning resource: A social cognitive perspective. Aslib Journal of Information Management, 72(3), 339-359. https://doi.org/10.1108/AJIM-10-2019-0290