Asian Journal of Education and Social Studies

Background and Aim: Audio-video (AV) materials are integral to distance education, but evidence of their effectiveness in postgraduate Open and Distance Learning (ODL) contexts, particularly in developing countries, is scarce. This study evaluated the effectiveness of AV resources in enhancing student engagement, learning outcomes, and perceptions among postgraduate students at The Open University of Sri Lanka.

Methodology: A quantitative, cross-sectional survey design was employed. Data were collected via a structured questionnaire from 391 Postgraduate Diploma in Education students at the Colombo Regional Centre. The instrument, based on established theoretical frameworks, assessed engagement, perceived learning outcomes, and usefulness. Data analysis used descriptive statistics using SPSS.

Results: Mean scores across constructs (3.613–3.752 on a 5-point scale) indicated moderately positive perceptions. Engagement and perceived usefulness were highest, with strong agreement on attention capture and bridging theory to practice. Perceived impact on direct learning outcomes like exam performance was lower, with significant neutral responses, suggesting uncertainty about effect of AV on measurable achievement.

Conclusion: AV materials significantly enhance engagement and are perceived as useful. However, their moderate perceived impact on learning outcomes indicates a need for better pedagogical and assessment alignment. Recommendations include aligning AV content with assessments, improving instructional design, enhancing technological support, and providing multilingual options.

Originality: This study provides novel, context-specific evidence from a postgraduate ODL environment in a developing country, addressing a gap in research focused on undergraduate or developed country contexts. It offers a comprehensive assessment to inform multimedia design in similar institutions.