Focused Analysis: YouTube's Role in Understanding Difficult Concepts & Exam Preparation

Abstract

Background: The proliferation of digital learning platforms has positioned YouTube as a dominant resource in student learning ecosystems, particularly for exam preparation and conceptual understanding. While studies acknowledge its widespread use, questions persist regarding its actual educational efficacy and relationship to academic performance. Objective: This study examines the predictive relationship between YouTube usage frequency for exam preparation and students' perceived academic improvement, while addressing gaps in existing literature regarding platform-specific learning impacts. Methods: A quantitative cross-sectional design was employed, collecting data from 390 university students via a validated survey instrument. Reliability analysis confirmed strong internal consistency (α=0.866). Statistical analyses included Pearson correlation and simple linear regression to assess the relationship between usage frequency and perceived academic benefits. Findings: Results revealed a significant positive relationship (β=0.811, p<0.001), with YouTube usage frequency explaining 65.8% of variance in perceived academic improvement (R²=0.658). The strong predictive power suggests YouTube plays a substantial role in students' learning strategies. Conclusion: While YouTube demonstrates significant potential as an academic resource, its effectiveness depends on usage patterns and content quality. The findings advocate for structured integration of YouTube in educational contexts alongside media literacy training. Novelty: This study provides empirical evidence quantifying YouTube's specific contribution to perceived academic performance, advancing beyond general technology-use studies. It introduces a validated measurement approach for platform-specific educational impact assessment.