YouTube usage patterns, content types, and access conditions for science learning among applied sciences students at a Malaysian public university

This cross-sectional survey examined YouTube usage patterns, types of science-related content accessed, content-discovery pathways, and access conditions among diploma and bachelor’s degree students in the Faculty of Applied Sciences at Universiti Teknologi MARA (UiTM), Malaysia. Using convenience sampling, 215 students from six UiTM campuses completed an online questionnaire. Regarding usage frequency, 47.0% of respondents reported using YouTube for science-related learning a few times a week, while 7.4% reported daily use. The most frequently accessed science-related content types were concept explanation videos (87%), demonstrations (75%), and problem-solving tutorials (64%). Direct searching on YouTube was the dominant content-discovery pathway (91%), followed by lecturer recommendations (45%) and other online platforms (42%). For internet access, 62.3% of respondents relied primarily on mobile data, while laptops were the most commonly reported device for accessing online learning materials (38.1%). These findings indicate that YouTube forms a recurring component of science-related learning among the surveyed students, particularly through concept explanation, demonstration, and problem-solving videos. The findings also highlight the importance of accessible, credible, and curriculum-relevant video resources, particularly when students rely substantially on mobile connectivity. The study provides contextual evidence on YouTube-supported science learning in a Malaysian public university and offers practical considerations for educators seeking to incorporate video resources into Applied Sciences teaching.