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In reviewing the situation in Nigeria Kindergarten and Primary schools classroom learning activities, the basic question is asked: How can more effective teaching focused on developmental achievements of pupils be engendered? However, the question is rephrased in this study to capture the research purpose thus: “Are there any significant differences in the Primary two pupils' performance in Arithmetic and English Language, due to the teaching strategies they are exposed to (using multi-media drama activities integrated with Interactive Learning Module (ILM) and traditional way)?” The answer to this question as identified in this study should stimulate the awareness of all structures of the ecological system (macro-system and micro-system). Until activities at all stated levels are carried out, we are going round in a vicious circle. This resonates with Hannaford (198) which identified that

Weak school success can be attributed, to a great extent, to methods of teaching, especially in schools which do not adapt to differences in pupils’ needs. Children learn differently, while schools favour certain learning and school work is focused on certain types of tasks. Generally, the school teaches, tests and marks logical mental tasks. Logic, sequence, calculations, categorization and verbal skills in school are highly rewarded abilities. Intuition, feeling, vision, humour, rhythmic movement, imagination and other gestalt brain abilities in school are neither practiced, nor tested nor particularly valued. It is only in the real world, outside the classroom, where success depends on entrepreneurship; imagination and insight that we start to appreciate the importance of the gestalt brain. School is very one-sided and many pupils suffer because of that bias, indulging in behaviour focused on survival.

On the basis of theoretical study of the impact of multimedia usage in class as well as the empirical results of research carried out in three schools across three states in the Republic of Nigeria, the major conclusions drawn are presented thus. In the theoretical analysis, it was

deciphered that theory and models which study the process of processing information, significance and specific qualities of multimedia learning are separated. Special attention was paid to the redefinition of media and the divisions and scope of multimedia. The leading ideas of the research are: constructivism, theory of information processing, cognitive theory of multimedia learning, theory of cognitive overload and theory of multiple intelligence. These were examined to highlight the understanding of learning with text and images as well as structured models of teaching as they study possibilities of learning generally along with multimedia usage in class.

The division of media taking into consideration the sensory characteristics is most frequently reduced in didactic literature to auditory, visual and audio-visual. In contemporary understanding of media, such a division is considered incomplete as attention should be given to all senses. Therefore, classification of media is shown with regard to manner of perceiving i.e. sensory experience acquired by pupils and this is divided into: auditory, visual, kinaesthetic, olfactory and taste. Media from all sensory areas are made up of various objects, material, machines, devices, animals, plants and people. Not all media are mentioned as it is impossible to list them all. This classification can be understood as conditional because of the kinaesthetic distinctive traits of media as one media can give more information of various senses (e.g. an apple has a certain colour, smell, taste and has a smooth, round surface).

The structure of multimedia is made up of individual media components. Each multimedia comprises two or more media. An example of media integration in computer multimedia is presented by (Jerram and Gosney 27) with the aid of static and dynamic media.

“Static media are: text, tables, graphics and images and they display information which is fixed. Dynamic media represent: sounds, music, film, video, animation and simulation and they present information which is constantly moving” (Jerram and Gosney 32); these are in accordance with the drama activities packaged into the educational videos used in this programme. Any form of connecting static and dynamic media makes up multimedia

integration. Various combinations of media in multimedia teaching and learning impact on raising awareness of the personal capacities of the pupil as they encompass audio-visual sensory areas i.e. they correspond to the needs of various learning styles of pupils in class;

however, in this connection attention should be paid to their suitability for the developmental age of the pupil. Multimedia usage stimulates sensory integration with pupils, thus impacting on success in learning.

The teaching process for Multimedia Drama Activities Educational Videos is based on a poly-factorial model of teaching which is made up of structured elements of the didactic-methodical field: pupil, teacher, other multimedia and media, curriculum, teaching principles, teaching aim, types of teaching activities, methods and techniques of teaching, social forms of work and spatial-physical (material) conditions. Such a model is understood to be flexible with a tendency for expansion (empty space is left for new elements). It is important to emphasize that teaching is observed in the context of a general system from micro-system to macro-system where mutual interaction and reflection of one on the other can be seen. The relationship of multimedia and other structured elements in the poly-factorial model of teaching is in mutual interaction and complementary. All structural elements of teaching are also components of teaching strategies. Teaching strategy is defined as the skill of preparing, organizing, leading and evaluating teaching activities with which we teach and educate pupils in order to achieve teaching aims. Teaching strategies respond to the basic questions: who, what, when, where, how, why, with what, how to go further? In practice, there are many authentic and unique teaching strategies.

It can be concluded that no two same teaching strategies exist. Teaching strategies are flexible forms as the teachers and pupils are unforeseeable human factors and each differs in frameworks of various structured elements of the didactic-methodical field. In teaching strategies, there are numerous possibilities of multimedia usage in teaching. During teaching

activities and school day, multimedia can be used: successively, simultaneously or a combination. Multimedia represents for pupils a teaching device for learning and a help towards learning.

In the empirical part of the study the drama activity that stimulates learning in the Drama Activities Educational Videos for classroom learning were identified namely: Music, Animation/ Puppets, Simulation, Mime, Dance, Role – Play, Toys (objects) and Colours. Each of these items was discussed in chapter four of the study. The existing concept of teaching in primary schools in the Nigeria is based on the Nigeria national education standard. Thus, the tendency of this research is for the Nigeria national educational system is to introduce a developmental approach to pupils of primary schools and targeted uniformity with the pre-school, secondary school and third-level pedagogical-educational system. Thus, in a balanced manner according to classes and define pedagogical-educational aims and tasks in accordance with developmental levels of pupils. Multimedia should be integrated into teaching subjects as a teaching device or tool serving the development of the pupil.

Under the cover of media culture one can speak of multimedia, but in such a way that it is outlined piece-meal only in teaching. Due to its specific qualifies, multimedia is acceptable in the teaching of all subjects. Multimedia is mentioned in the text, before individual programs of subjects, generally, indirectly, as a teaching tool in learning. The teacher’s obligation for applying audio-visual tools and computer science equipment is also mentioned along with the task of the librarian to purchase multimedia sources of knowledge and form a multimedia school hub. Although as a term multimedia is not mentioned in the Nigeria educational curriculum.

The Drama Activities Educational Videos Programmes for primary two pupils as investigated in this study stimulates learning in two folds: firstly, multimedia in the classroom facilitates multimedia modes of presentations- Visual, Auditory and Kinaesthetics; thereby

making the pupils to learn with all their senses. Secondly, the inclusions of drama activities:

Music, Animation/ Puppets, Simulation, Mime, Dance, Role – Play, Toys (objects) and Colours makes learning exciting and fun to the learners. These were evidence in the responses of the teachers and the pupils that participated in the experimental study.

The results of this study reveals that lower primary school pupils learn better and are motivated when multimedia is used as instructional material or teaching aids and they are motivated to learn when the teaching and learning process is edutainment in nature; as presented in the Drama Activities Educational Videos that are used in this study. With the Drama Activities Educational Videos programmes in the primary school classrooms; the long anticipated learner-centre-environment and learner-centred-teaching approach would be achieved. Perhaps a good numbers of the teachers sampled responded that “with the Drama Activities Educational Videos in the classroom the pupils don’t have to look at him as the only source of knowledge always”. The pupils sampled also responded that “with the Drama Activities Educational Videos, during the interactive sections their teachers allowed them express their opinions and perspectives on the subject matter under discussions,” thereby making them active participants and co-creator of knowledge in the teaching and learning process.