Abstract:
This study investigates how Tanzanian students repurpose YouTube from entertainment
to education through the lens of Self-Directed Learning (SDL) Theory. Using a
descriptive survey design and quantitative approach, data were collected from all 96
enrolled diploma students in Records, Archives, and Information Management at the
Mwalimu Nyerere Memorial Academy (MNMA) via a structured questionnaire, yielding
91.7% response rate. Findings reveal significant academic adoption, with over 65% of
respondents using YouTube frequently for learning. Preferred content includes
Records Retention and Disposal, Digital Records Management, and Research Case
Studies, indicating demand for practical skills. Crucially, 78.6% found YouTube useful
for understanding complex concepts, especially digital technologies and legal frameworks.
Access is overwhelmingly mobile-centric, with 96.6% accessing the platform via
smartphones. A Chi-Square test of independence revealed no significant association
between gender and usage frequency (v2(2, n ¼ 88) ¼ 2.34, p ¼ 0.67, Cram�er’s V ¼
0.17), indicating gender-neutral adoption despite a male-dominated enrollment. A
supplementary Spearman correlation confirmed a moderate positive association
between usage frequency and perceived usefulness (r ¼ 0.41, p < 0.01). The study
demonstrates YouTube’s substantial role as a supplementary academic resource, highlighting
how students.
