The role of educational films in enhancing high school student motivation to learn geography

Abstract This study investigates the impact of educational films on high school students’ motivation for learning in Geography classes, assessing students’ motivation through pre-tests and post-tests through a quasi-experimental design. The research involved 84 students from the ninth and tenth grades of high school classes. The experimental group watched educational films in geography classes, while the control group did not. The questionnaire evaluated the dimensions of instructional motivation on the attention and relevance axis on a scale from 1 (Not at all) to 5 (Always). The conclusion points out a significant increase in motivation to learn Geography in the attention axis in the experimental group but not in the relevance axis. Educational films enhance student engagement, but other factors affect the perception of relevance. The conclusion was that educational films effectively capture students’ attention and engagement but do not significantly influence the perception of content relevance.