Geometry remains a persistently difficult area of senior secondary school mathematics in Onitsha Education Zone, Anambra State, Nigeria, with students consistently recording low achievement. This study examined the efficacy of AI-Powered Geometric Videos (APGVs) on mathematics achievement among Senior Secondary II (SS2) students in the zone. A quasi-experimental pretest-posttest control group design was adopted. The study was guided by three research questions and three null hypotheses, tested at the 0.05 level of significance. The population comprised 2,475 SS2 students in public secondary schools in Onitsha Education Zone. A sample of 93 students (36 males, 57 females) was purposively drawn from two public secondary schools and assigned to experimental and control groups. The data collection instrument was a validated Geometry Achievement Test (GAT), with a reliability coefficient of 0.74 established using Kuder-Richardson Formula 20 (K-R20). Data were analyzed using the mean and standard deviation to answer the research questions, while Analysis of Covariance (ANCOVA) was used to test the hypotheses at 0.05 alpha level. Findings revealed that students taught using AI- Powered Geometric Videos (APGVs) achieved significantly higher mean scores than those taught using the Conventional Lecture Method (CLM). No significant difference was found in the mean achievement scores of male and female students exposed to APGVs, although males had a slightly higher mean score. The interaction effect of gender and instructional method on students’ achievement in geometry was also not significant. The study concluded that AI- Powered Geometric Videos are effective in reducing the abstract nature of geometry and improving students’ academic achievement. It was recommended, among others, that mathematics teachers should integrate APGVs into geometry instruction, government should provide training and ICT facilities for AI integration in schools, and curriculum developers should incorporate AI tools into the mathematics curriculum.