The aim of the study is to investigate the effect of process-based method on senior secondary school students’ achievement in Economic in Ofu Local Government Area of Kogi State. The design of the study is quasi experimental design. The research was carried out in selected public senior secondary schools in Ofu Local Government Area of Kogi State. The population of this study comprised of all senior secondary school students in the public senior secondary schools in Ofu Local Government Area. There are total of 35 senior secondary school students in Ofu Local Government Area. The research sample comprised 256 senior secondary school students from public senior secondary schools in Ofu Local Government Area of Kogi State. Out of this sample, 131 were males while 125 were females. The research questions was answered using mean scores of students while hypotheses were tested using Analysis of Covariance (ANCOVA). ANCOVA was used. The findings shows that process based method is more effective in enhancing academic achievements of Senior Secondary School students in Economic than conventional method, process based method is more effective in enhancing the urban area of Senior Secondary School students in Economic than rural area and the male and female students taught with process-based method do not differ in their academic achievements in Senior Secondary School Economic. The study concludes that exposure of the learner irrespective of sex to hands on, mind-on activity (process-based approach) that involved learner’s participation yielded a more viable result on achievement, location and gender. A non-significant gender influence on achievement and location was indicated. It is hereby concluded that process-based method remains a very good option method for teaching Economic concepts and should therefore be effectively put to use by all Economic teachers in our schools. Based on the findings the result recommends that economic teachers should endeavor to apply this teaching approach in their teaching as well as ensuring that both sexes are given equal opportunity to do Economic, teachers should give boys and girls equal opportunity to handle materials in the Economic classroom.