This study examined the effect of collaborative learning on students’ interest and academic performance in Social Studies at the Upper Basic II level in Kogi State, Nigeria. Guided by two objectives, two research questions and corresponding of two hypotheses tested at a 0.05 level of significance. The study adopted a quasi-experimental design. The population consisted of 29,567 Upper Basic II students (15,202 males and 14,365 females). A sample of 215 students (113 males and 102 females) from two intact classes was selected through a multi-stage sampling technique. These were assigned into an experimental group and a control group. The experimental group was taught using the collaborative learning method, while the control group received instruction through the conventional method. Two research instruments developed by the researcher—Social Studies Performance Test (SSPT) and Social Studies Interest Questionnaire (SSIQ)—were used to collect data, which was analyzed using SPSS. The reliability coefficient of SSIỌ and it yielded 0.97 while that of SSPT yielded 0.75 using Kuder Richardson 20. Key findings revealed that students taught with the collaborative learning method showed significantly higher interest and better academic performance in Social Studies compared to those taught with the conventional method. The study concluded that collaborative learning enhances both interest and performance in Social Studies and helps minimize gender disparities in academic outcomes. Based on these findings, the study recommended the adoption of collaborative learning strategies by Social Studies teachers to improve learning outcomes.