Using YouTube for autonomous learning and learning of statistics in higher education

Mucha-Hospinal L.F.; Ramos-Piñas D.; Ortiz-Fernández J.H.; Marcos-Renzo M.S. · Formacion Universitaria (2026) · DOI: 10.4067/s0718-50062026000400097

Resumen

This study examines the effect of using YouTube as an instructional resource on the development of competencies related to autonomous learning and statistical learning. Student motivation, conceptual understanding, and the need to promote autonomous learning are evaluated, which are key factors in higher education. An applied approach was employed with a descriptive-correlational causal design in a sample of 100 university students, assessed through a validated and reliable questionnaire. The results show a significant impact of YouTube use on both competencies, with significance levels below p < 0.05 and a Nagelkerke R2 of 62. Furthermore, students who integrate it as a complement to face-to-face classes demonstrate greater autonomy and a better understanding of statistical concepts. In conclusion, the pedagogical use of YouTube constitutes an effective resource for strengthening statistical learning and academic self-management, providing empirical evidence on the value of digital resources in higher education. Este es un artículo publicado en acceso abierto bajo una licencia Creative Commons https://creativecommons.org/licenses/by-nc/4.0/deed.en

Instituciones: Universidad Tecnológica del Perú; Universidad Continental; Universidad Peruana Los Andes