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This paper examined the effects of crossword-picture puzzle (CPP) and mental ability on students’ achievement in Basic Science. A pretest-posttest quasi experimental design was employed. The sample consisted of 389 JSS II Basic Science Students from nine schools randomly selected in three States in Southwestern Nigeria. Four instruments used were-Teachers’ Instructional Guides for: Crossword-Picture Puzzle Teaching Strategy, Conventional Lecture Method; Basic Science Students’ Achievement Test (r=0.70) and Australian Council for Educational Research Test (r=0.86) Three hypotheses were tested at 0.05 level of significance. Data were analysed using ANCOVA and mean scores. Results showed that treatment had significant main effect on achievement (F (2,389) =202.16; p< 0.05; ŋ=.52). Mental ability had significant main effect on achievement (F (2, 389) =5.04; p<0.05; ŋ =.03). There was no significant two-way interaction effect of treatment and mental ability on achievement (F (4,389) =1.630; p>.05; ŋ =.017).Crossword-picture puzzle strategy is therefore, recommended to be adopted by Basic Science teachers and curriculum planners.

Effects of Crossword-Picture PuzzleTeaching Strategy and Mental Ability on Students’ Achievement in Basic Science in Southwestern Nigeria