Tanzanian Students Repurpose Youtube for Education: A Self-Directed Learning Study

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.