This study investigated the effect of the action learning strategy on the academic performance of senior secondary school students in Civic Education in Kogi State. The study was guided by two research questions and corresponding hypotheses and anchored on social network theory. A quasi-experimental research design was adopted to determine differences in students’ academic performance based on teaching strategy and gender. The population consisted of 22,118 senior secondary school students from 244 public secondary schools in Kogi State. Using purposive sampling, 240 SS II students (145 females and 95 males) were selected from two senior secondary schools. Data were collected using the Civic Education Performance Test (CEPT), a 45-item multiple-choice instrument with a reliability coefficient of 0.89 established using Kuder-Richardson Formula 20. The study involved pre-test administration, treatment using the action learning strategy, and post-test administration. Mean and standard deviation were used to answer the research questions, while Analysis of Covariance (ANCOVA) was employed to test the hypotheses at 0.05 level of significance. The findings revealed a significant difference in the mean academic performance scores of students taught Civic Education using the action learning strategy and those taught using the conventional lecture method, in favor of the action learning strategy. The results also indicated a significant difference in the mean performance scores of male and female students taught with the action learning strategy. The study concluded that the action learning strategy is effective in enhancing students’ academic performance in Civic Education. It was therefore recommended that Civic Education teachers adopt action learning strategies to improve students’ learning outcomes and address gender-related performance differences.