This research aims to learn more about how recorded video lectures, used as supplemental learning material, improve the reasoning capabilities of Geometry students in grade 9. Students are offered video lectures via synchronous and asynchronous learning to make up for the lack of face-to-face lessons. In Mathematics, the use of instructional material is critical since it helps improve problem-solving techniques. Geometry, a branch of Algebra, has been shown to improve one’s mathematical aptitude and analytical skills in order to handle complicated issues by filtering through relevant information and detecting patterns of circumstances, depending on the level of experience of the pupils. Such important information necessitates precise and individualized learning to cater to a specific group of students, as well as an examination of the cognitive load of these video lectures. As a result, this research focuses on the content and quality of video lectures, as well as their impact on student learning through the use of pre- and post-tests.