This study investigates the impact of audio-visual aids on motivating learning among primary school pupils in Suleja Local Government Area of Niger State, Nigeria, employing a quasi-experimental design to compare outcomes between treatment and control groups. Despite the recognized importance of primary education in reducing poverty and fostering development, challenges persist in Nigeria, particularly regarding the quality of instructional resources. Through teacher-made achievement tests, observation techniques, and interviews, the study aims to determine differences in comprehension, demonstration, and cooperation among pupils taught with audio-visual aids versus traditional methods. Validity and reliability are ensured through expert opinions and pilot studies, with statistical analysis employing descriptive and inferential techniques. The findings are expected to inform educators, policymakers, and researchers, providing insights into effective teaching strategies and avenues for improving academic performance in primary schools, thus contributing to the broader discourse on educational quality and equity.