Assessment of Self–efficacy level and Challenges of Preservice Biology Teachers’ towards YouTube Tutorials for Learning Procedures and Skill of Improvising Models of Biological Structures
*1Shamsudeen Bello and Hadiza Ahmad Gusau
*1&2Department of Science, Faculty of Education, Sokoto State University (SSU), Sokoto, -Nigeria. Email: Shamsudeen.bello@ssu.edu.ng
Cite this as: Bello, S., & Gusau, H. A. (2026). Assessment of Self –efficacy level and Challenges of Preservice Biology Teachers towards YouTube Tutorials for Learning Procedures and Skill of Improvising Models of Biological Structures. Rima International Journal of Education, 5(2), 178—191. DOI: https://doi.org/10.65760/rijessu.v5.2.13
Abstract
This study aimed at assessing the self –efficacy level and challenges of preservice biology teachers towards YouTube tutorials for learning procedures and skill for improvising models of biological structures. 196 preservice biology teachers of the Department of science education, Sokoto State University were selected to represent the population of 285. The Samples were selected using proportionate sampling technique. The study used two instruments for data collection. Biological Model Development Self-Efficacy Questionnaire (BMDSQ) and open ended Interview schedule. Data collection lasted for three days and activities such as watching and downloading videos of YouTube tutorials demonstrating how to create some models of biological structure such as plant cell, animal cell and human digestive system. Data generated from the BMDSQ was analysed using mean to answer research questions one. The data obtained from the interview was analysed using thematic analysis. Findings of the study revealed that, preservice biology teachers are moderately confident of creating accurate and simple models of plant cell, animal cell and human digestive system, after watching YouTube videos demonstrating how to create the models. poor internet connection and high cost of data, language barrier / Ascent variation, non-availability and affordability of improvisation materials and distractions are the challenges associated with learning through YouTube tutorials.
Keywords
Self–efficacy; Preservice Teachers; YouTube; Improvising and Biological Models
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