In the classroom, a good teacher is more vital than technology, thus teachers must know their topic both academically and practically. As a result, one must be well-versed in both content expertise and delivery methods. The research used an experimental methodology to see if incorporating technology into classroom education has a substantial impact on students' mathematical performance in terms of analytical, computational, and comprehension abilities. The data for this study was gathered using a questionnaire, as well as a pre- and post-test aligned to the video courses that were to be used for eight weeks by selected instructors and students in the District of Victoria. The research questions were based on the video lesson requirements. For the third quarter, the selected Grade IV teachers used the video lessons to teach mathematics. The researcher's movies were evaluated using mean and standard deviation to determine their acceptability. The statistical result of the effects of video integration on students' mathematics ability was determined using the T-test. The null hypothesis was rejected in all sub-variables of video lesson components and video lesson characteristics, indicating that there is a significant effect on students' mathematical performance with a 95% confidence level. As a result, teachers may consider using video lessons as intervention and remedial purposes for incoming grade seven and other grade levels. Similar research on video integration should be undertaken not only in Mathematics but also in other subject areas, and it is proposed that other factors be used in addition to those addressed in the study.