Abstract
There are shared beliefs that the use of educational YouTube videos as a facilitating tool would benefit both teachers and learners. However, most of the teachers do not have the required skills to facilitate the use of educational YouTube videos to enhance the learning of Life Science nervous/endocrine systems concepts. The purpose of this study is to investigate how Life Science teachers perceive the use of YouTube videos in teaching the nervous/endocrine systems. To theorize this research, the Technological, Pedagogical, and Content Knowledge (TPACK) framework is a reasonable and practical framework. This research was a case study conducted within the interpretive qualitative as worldview. This research focused purposively and conveniently on five Life Science teachers and it utilized semi-structured interviews and non-participant observations as data collecting tools. Positive beliefs about YouTube videos are related to improved teaching and learning of Life Science concepts, and participants' approaches to teaching Life Science are influenced by their perceptions of YouTube videos. Findings also revealed challenges, the deficiency of ICT gadgets and limited teacher training which "outweigh teacher confidence and cause many to revert to old-style teaching aids." As a result, the study recommends that Life Science teachers in schools should be trained on the procedure of using educational YouTube videos to facilitate the success of the teaching-learning of nervous/endocrine system concepts. Thus, it is recommended that the government need to improve ICT infrastructure, internet connectivity, and provide ICT gadgets for both learners and teachers in schools. It is anticipated that these levels of contributions will enhance learners’ performance in Life Science.