The Impact of Digital Learning Tools on Students’ Outcomes
DOI:
https://doi.org/10.63503/j.ijcma.2026.260Keywords:
Audio and Video Lectures, Student Learning Outcomes, Multimedia Learning, Educational TechnologyAbstract
The study aims to discuss the impact of audio/video lectures on the learning outcomes of primary and secondary school students in District Vehari, Pakistan. The use of multimedia in education has offered opportunities to improve the learning process, but the impact of such tools on students' academic achievement in a local context has not been extensively studied. The study aims to determine the impact of audio and video lectures on students' learning outcomes and to identify strategies for leveraging them in teaching and learning. It involved a quantitative research design, and a structured questionnaire was used and administered to 62 respondents, who were students and teachers. The collected data were analysed using correlation and regression techniques to determine the relationship between the use of audio and video lectures and students' performance. The results showed that the use of audio-video lectures was positively correlated with student learning outcomes (r = 0.854), indicating that this approach can be improved to enhance student learning outcomes. Then, the regression analysis showed that a significant proportion of student learning outcomes was explained by audio and video lectures, indicating the strong predictive power of these formats for student learning. The researchers conclude that audio and video lectures are significant contributors to improving students' comprehension, engagement, and academic success. It does, however, acknowledge that quality teaching and learning, student motivation and learning environment are other aspects of educational outcomes. Based on the research, it is suggested that the curriculum be integrated with multimedia tools, technological facilities be improved, and teacher training be conducted continuously to maximise the use of multimedia tools. The results of this research can be applied in educational development contexts, both for teachers and policymakers interested in enhancing learning outcomes through the use of technology in the learning process.
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