This project is on Effect of individualized and collective teaching strategies on secondary school social studies achievement in Edati local government area of Niger state. Quasi Experimental pretest and posttest control group research design was adopted for data collection. Pretest was conducted on the two groups. After treatment, posttest was administered. The experimental groups were given treatment for six weeks, using collective teaching. While the control group was exposed to teaching for six weeks using lecture method. The population consists of 6,715 students randomly selected from each zones of Edati Local Government Area of Niger State. A sample of 120 subjects of both experimental and control groups was selected. The instrument used for data collection was Social studies Achievement Test. Simple random sampling using balloting method involving a pick from a hat, was used. The Social studies Achievement Test has reliability coefficient of 0.78. Four null hypotheses were stated in line with the research questions. Data collected were analyzed using t-test statistics at P= 0.05 level of significance. The findings revealed that: there was a significant difference in the mean scores of experimental groups, with experimental group performing better. And there was a significant difference in the mean scores of female students. Both the male and female students exposed to collective teaching strategy performed better when compared to their counterparts? individualized students exposed to lecture method. It was recommended that curriculum planner’s and Social studies teachers to consider its suitability and in cooperate collective teaching strategy for the teaching of Social studies concepts among students. Key words: Group learning treatment, individual learning treatment, small group, instruction, social studies.