Abstract This study examined the educational workability of using classroom video conferencing (CVC) as an instructional approach in teaching peace education. It also aimed to develop appreciation on the use of technology among the students utilizing a quasi- experimental research design to compare the effect of CVC to the traditional approach of teaching peace education. Students in the CVC group were taught using video and audio transmissions, a technique heavily dependent on means of communication and technology. Analyses of the students’ learning performance taken upon the completion of the treatment suggested that the CVC had a significant effect on students’ posttest scores. The CVC group's performance in the pretest and posttest was highly different revealing that the treatment had significant effect on students’ posttest scores. There was a difference between posttest academic performance of students taught with the traditional approach and those taught with CVC approach, in favor of the CVC group. With reference to respondents’ relationship between their test scores and the instructional approach, the CVC approach was seen as a factor affecting the performance of the students.