YouTube Videos as Instructional Tools for Improving Reading Comprehension Skills Among Grade 3 Learners: A Mixed-Methods Study

Reading comprehension remained a persistent challenge among learners, particularly in developing both foundational and higher-order skills. This study examined the use of YouTube videos as an instructional tool to support the reading comprehension of Grade 3 learners at Macate Elementary School during the School Year 2025–2026. It specifically examined learners’ pretest and posttest levels of reading comprehension skills, determined whether a significant relationship existed, and explored learners’ experiences during the intervention. A convergent parallel mixed-methods design was employed, integrating quantitative and qualitative data collected concurrently. The quantitative component utilized a one-group pretest–posttest design involving 21 purposively selected learners who were assessed using a 30-item reading comprehension test. The qualitative component was analyzed from the teacher’s journal entries to capture learners’ experiences during the intervention process. Quantitative data were analyzed using mean, standard deviation, and a paired t-test, while qualitative responses were analyzed thematically. Results indicated a statistically significant improvement in learners’ reading comprehension scores from pretest to posttest. Qualitatively findings indicated that YouTube videos enhanced learners’ engagement and motivation, including active participation, enjoyment in learning, peer interaction, and real-life connections, and improvements in both basic comprehension and critical thinking skills. However, challenges included vocabulary difficulties and the need for instructional support and repetition, as well as attention-related issues during video-based learning, such as short attention span and off-task behavior. The integration of findings suggested that while YouTube videos supported reading comprehension, their effectiveness depended on structured implementation and guided instruction. The study concluded that YouTube-assisted instruction may serve as a valuable supplementary strategy, although findings were limited by the study’s design and context. Further research using more rigorous designs and larger samples was recommended.