Effect of YouTube Video-Resources on Interest in Algebra among Male and Female Secondary School Students in Funtua Educational Zone, Katsina State

Abstract This study explores the impact of YouTube video resources on Interest in Algebra Concept among Secondary School Mathematics Students’ in Funtua Educational Zone, Katsina State, Nigeria. The sample size of the study consists of 88 (44 male and 44 female) Senior Secondary School class two (SS2) Mathematics students during the 2024/2025 academic session in Funtua Educational Zone of Katsina State using multi stage sampling technique. One co-educational school in Funtua Educational Zone was taught algebra using YouTube video resources. The study compares the interest levels of male and female students after being exposed to the same instructional resources. Data were collected using the Students’ Algebra Interest Inventory (SAII), which was validated by experts from Ahmadu Bello University, Zaria, with a reliability coefficient of 0.74, calculated using the split-half method and Cronbach’s Alpha. The study's research questions were answered using Mean Rank and Sum of Rank statistics, while the null-hypothesis was tested using the Mann-Whitney U-test at a 0.05 significance level. The findings revealed no significant difference in interest between male and female students in the experimental group, suggesting that YouTube video resources are effective in enhancing algebra interest among both genders. The study concludes that YouTube video resources can effectively increase student interest in algebra and are beneficial for both male and female students. Based on these results, it was recommended that secondary school mathematics teachers incorporate YouTube video resources into their teaching practices, particularly for abstract and challenging topics such as algebra, to enhance student engagement and improve learning outcomes. Key words: YouTube Video-Resources, Algebra, Interest level, Gender