Effectiveness of rules and regulations in the presentation of geography lessons on the distance learning plateforme of the minitry of secondary education

Abstract

This study investigates the effectiveness of instructional rules and regulations in online Geography lessons and assesses teachers' adherence to Mayer’s multimedia learning principles. Employing a quanti-quali methods research design, the study integrated quantitative surveys and qualitative observations to provide a comprehensive analysis. The quantitative component involved a survey questionnaire distributed to 30 Geography teachers, which assessed perceptions of instructional guidelines and adherence to Mayer’s principles. Qualitative data were collected through observations of online lessons using a detailed checklist based on Mayer’s multimedia principles. The analysis revealed that while teachers generally find the regulations effective for providing clarity and structure, there are concerns about their impact on interactivity and flexibility. Adherence to Mayer’s principles, such as Multimedia, Spatial Contiguity, and Temporal Contiguity, was high, and showed significant differences in adherence to the Multimedia Principle across different types of institutions (F(2, 27) = 4.25, p < 0.05) though challenges were identified with the Redundancy and Personalization Principles. Institutional type significantly influenced adherence, with higher education institutions exhibiting better adherence due to more extensive resources and support compared to primary and secondary schools. The study highlights the need for revised guidelines that allow greater flexibility, targeted professional development, and ongoing support to enhance online teaching practices and improve educational outcomes.