Abstract

This study examined animation videos as instructional materials for teaching the Vietnam War among second-year BSED Social Studies majors at Bestlink College of the Philippines. It compared pretest and posttest performance, assessed learning preferences in relation to dual-channel processing, limited capacity, and active processing, and identified challenges encountered during the use of animated videos. The study used a quasi-experimental design with purposive sampling and involved 44 students divided equally into experimental and control groups. The experimental group used an animated video, while the control group received conventional instruction on the Vietnam War. Both groups completed a pretest before the intervention and a posttest afterward. A researcher-made questionnaire gathered students’ perceptions. Data were analyzed using frequency, percentage, weighted mean, ranking, and t-tests. Most students were aged 19–23 years, and gender representation was equal. The groups had comparable pretest scores. On the posttest, the experimental group obtained M = 23.36, whereas the control group obtained M = 10.82. The difference in performance was statistically significant (t = 9.64, p < .001). Students strongly agreed that the animated videos combined visual and auditory input, minimized cognitive overload, and promoted active engagement. Reported challenges included fast pacing, technical setup, limited collaboration, and inconsistent video quality. The findings indicate that animation videos can supplement, rather than replace, conventional instruction in history.