International Centre for Science, Humanities & Education Research (ICSHER) Journal, 5(4), June, 2024 15 Use of Context-Based Learning Strategy and Secondary Students’ Academic Achievement in Physics Emmanuel E. Achor 1 , Gladys U. Jack 2 and Theophilus N. Uzomah 3 Department of Science and Mathematics Education, Benue State University, Makurdi-Nigeria; nuelachor@yahoo.com Department of Science Education, Taraba State University, Jalingo-Nigeria; gjackuzezi@yahoo.com Department of Agric & Bio-environmental Engineering Technology, Federal Polytechnic, Bali, Taraba State-Nigeria; theophilusuzomah@gmail.com Abstract The search for a more effective strategy of teaching Physics for better performance has persisted due persistent poor performance of candidates in external examinations. This study focused on fostering academic achievement in physics using context-based learning strategy among secondary students, Taraba State Nigeria. Two research questions and two hypotheses guided the study. The study adopted a quasi-experimental, specifically of the non-equivalent control group research design. Intact classes were assigned to both the experimental group (context- based learning strategies) and control group (conventional strategy) using hat and draw simple random sampling technique and intact sampling technique. The sample for the study was 172 students comprising 113 males and 112 females drawn from secondary schools offering physics in Jalingo education zone. Data for the study were generated using Physics Achievement Test (PAT)). Kuder Richardson-20 (K-20) formula was used for the reliability of PAT and reliability index of 0.85 obtained. Mean and standard deviation were used to answer all research questions, while Analysis of Covariance (ANCOVA) was used to test the hypotheses at 0.05 level of significance. Based on the data collected and analyzed, the following findings were made: The mean score academic achievement in physics of students taught using context based learning strategy was higher than those taught using conventional strategy. There was significant difference in the mean score academic achievement in physics of students taught using context- based learning strategy and those taught using the conventional strategy. There was no significant difference in the mean score academic achievement in physics of male and female students taught using context-based learning strategy. The following recommendations were made in the light of the findings of this study among others; Physics teachers should employ context-based learning in their interaction when teaching physics as the strategy has the capacity to enhance male and female students’ academic achievement in physics. Physics teachers should regularly provide the structure and opportunity for students to employ context- based strategies in their learning process. In-service training programs, seminars, work-shops and symposia should be organised regularly. Key words: Achievement in Physics, context-based strategy, gender, teaching Physics. Introduction Physics plays an extra ordinary and prominent role in shaping what is presently branded a modern society, making it almost mandatory for science students to have a basic understanding of the subject. Physics as a