Effects of Project Based Strategy on Students Academic Performance in Scientific Concepts in Senior Secondary Schools in Irepodun Local Government, Kwara State, Nigeria Author Project based strategy, academic performance in Science, gender, Scientific concepts. This study investigated the effect of project based strategy on students’ academic performance in Scientific concepts. The study adopted the pretest-posttest control group, quasi-experimental design. 95 SSII Science students from two schools in Irepodun Local Government Areas, Kwara State, Nigeria were randomly assigned to treatment group. The instrument used was Science Students Performance Test (r=0.78). Two Research Questions and hypotheses guided the study. Descriptive statistics of means and standard deviation were used to answer the research questions and inferential statistics of Analysis of Covariance was used to test the hypotheses at 0.05 level of significance. The results of the study showed that project strategy improved students’ academic performance in scientific concepts than lecture method. There is a significant difference between the academic performance mean scores of the students exposed to scientific concepts using project based strategy and compare with their counterpart taught using lecture method. Based on the findings, science teachers should adopt project based strategy to teach the science subjects, so that students can learn speedily and better as it could simultaneously foster confidence in the students and improve their academic performance. UnivColl International Multidisciplinary Research Journal 2026-10-10 Text application/pdf 10.65919/uimrj.2026.v2i10001 en