ABSTRACT
Over a decade, Mathematics performance has been reportedly poor, of which Geometry has been identified as one of the difficult topics for learners in Namibia. Non-experimental and experimental studies revealed a need for teachers to develop classroom-related ICT resources for subject teaching, more especially for conceptually demanding topics like Geometry. An embedded mixed-method research design was applied, using a nonequivalent pre-test-post-test quasi-experimental design and a survey to sought learners’ views on the use of the videos. Seventy-six (76) learners participated in the study and were divided into the experimental group; and the control group. A T-test was used to compare the mean scores of the two groups after the intervention. The independent T-test results for the post-test on p-value = 0.027, indicates that the variances are unequal in both groups. Since the p-value = 0.026, p ˂ 0.05, the null hypothesis was not accepted. Hence there is a significance performance between the two groups. The experimental group showed an improved performance. Furthermore, a perception survey was used to determine the views of the learners towards the videos and to assess if learners perceived videos use as useful. The study revealed that learners had a positive attitude towards video use (91.3%), a good learning environment (84.6%) and relevant and enjoyable learning experiences (83.9%). Lastly, results from 𝑋 2 test to assess the significant association between learners’ post-test and their views towards videos use, indicated that there was no statistically significant relationship as p > 0.05. This study recommends the use of teacher-designed videos in teaching Angle properties to arouse interest and consequently improve learners’ performance.