This study investigated the effectiveness of Audio-Visual Aided instruction on students’ performance in mathematics as compared to the conventional method of teaching. Quasi-experimental, non-equivalent control group design was employed using intact classes approach. The sample comprised 80 Senior Secondary 1 students (44 males and 36 females) of two co-educational schools in Akure South Local Government Area, Ondo State, and employing multi-stage sampling technique. Mathematics Achievement Test (MAT) specifically designed by the researchers was used to collect data. Validity of the instrument was established using expert judgment from two mathematics teachers and two test and measurement specialists, while reliability was confirmed using the test-retest method of testing reliability and the Correlation Coefficient (r) was 0.82. Statistical analysis verified a significant effect of the Audio-Visual pedagogical method on students’ performance in geometry (df = 1, 79; F = 27.259; p = 0.001). Gender did not significantly affect attainment (F = 0.336; p = 0.564). Thus, the findings show that Audio-Visual instruction presents a viable option to improve mathematics learning outcomes at senior secondary level. Mathematics teachers are advised to embrace Audio-Visual approaches in order to promote instructional delivery as well as student performance.