Effects of videos on geography learners’ academic performance in high schools in the Lubombo region of Eswatini

Abstract

This study investigated the effects of videos on geography learners’ academic performance at the high school level in the Lubombo region, Eswatini. The cognitive theory informed the study of multimedia Learning. The research used descriptive surveys and quasi-experimental designs. Questionnaires and researcher-made tests were used for data collection. The research instruments were validated, and the reliability coefficient was obtained using Cronbach’s Alpha formula for both instruments. The results revealed that there was no significant difference for both groups in the pre-test. However, in the post-test, results revealed a significant difference in the academic performance of students exposed to video and those taught using the lecture method. It was established that the use of video improves understanding, retention, class participation, class interaction, and attention and motivates learners. The study concluded that videos improved learners’ academic performance in Geography. It is, therefore, recommended that geography teachers should use videos in teaching and learning in order to improve learners’ academic performance.