<![CDATA[The rapid advancement of digital technology has transformed educational practices, particularly in secondary education, by encouraging the integration of audio-visual tools into classroom instruction. This study examined secondary school teachers' perceptions of audio-visual tools and compared multimedia projector-based instruction with traditional chalkboard teaching in District Kot Addu, South Pakistan. A quantitative research design was employed using a structured questionnaire administered to 500 secondary school teachers. Data were analyzed using descriptive statistics, independent-samples t-tests, and Cohen's d effect size analysis. The findings revealed that teachers generally perceived audio-visual tools as valuable resources for enhancing classroom instruction, although perceptions varied across districts. Multimedia projector-based instruction received significantly higher ratings than traditional chalkboard teaching (t(138) = –2.88, p = .005, d = 0.73), indicating a meaningful preference for technology-supported learning. Significant gender differences were also identified, with female teachers reporting more positive perceptions of audio-visual tools than male teachers (t(118) = –2.45, p = .016, d = 0.80), suggesting that these differences were both statistically and educationally meaningful. Overall, the findings highlight the growing importance of digital instructional media in facilitating the transition from conventional teaching to technology-enhanced learning environments. The study recommends strengthening multimedia infrastructure, expanding teachers' digital competence through continuous professional development, and ensuring equitable access to educational technologies across schools.]]>
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