Abstract
This research considers the effects of Biology YouTube videos on the concept understanding and media-literacy skills of students aged fifteen, in the topic areas of Human Digestion, Heredity, Biodiversity and Interactions. A quasi-experimental research design using pretest-posttest was utilize, with students divided into two randomly selected groups: experimental and control. Results revealed that Biology YouTube videos with focus questions are as good as conventional teaching in enhancing student conceptual understanding of the Biology topic areas that were the focus of this study. The study also shows that the strategy also developed media-literacy skills of the students. Furthermore, it was foundthat conceptual understanding positively and significantly influenced media-literacy skills of students and vice-versa. It is recommended that the strategy introduced in this study be used in facilitating media literacy in other allied science subjects, more broadly in other subjects, and in the teaching of media-literacy education to educators and students of different year levels. Keywords: Biology YouTube Videos with Focus Questions, Concept Understanding, Media-literacy Skills DOI: http://dx.doi.org/10.23960/jpmipa/v21i1.pp01-11
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