This study entitled ?Effects of scaffolding technique on Academic Performance of Students in Peace Education in Colleges of Education in Nasaraw State, Nigeria is aimed at inculcating in learners the right type of attitude, knowledge, and skills to help them resolve conflicts using non-violent approach. The study has three objectives, three research questions, and three corresponding hypotheses. The study used the eclectic approach to situate educational theories underpinning Social Studies Education, Harris's (2004) peace education theory, and Vygosky's (1978) Zone of Proximate Development (ZPD) explaining scaffolding technique. The population of the study was 1178 involving N.C.E. II Social Studies of C.O.E. Akwanga, and HIILs C.O.E. Gwanje. The sample size of the study is made up of 90 research participant. The research design for the study is the quasi-experimental research design, the reliability index for instrument is .947 and .80 respectively. Hypothesis one and three, were tested with the use of t-test independent statistic, while hypotheses two was tested using ANOVA. Hypotheses one, was rejected while hypotheses two and three were accepted. The findings of the study revealed that: Scaffolding Technique is effective and more superior to the conventional teaching approach in the teaching of peace education. Scaffolding enhances students' academic performance through cooperative, autonomous, and independent learning. Scaffolding technique is not gender bias. The study made the following recommendations: Colleges of Education, and teachers should adopt scaffolding technique in teaching because scaffolding technique creates an enabling environment where learners can interact in series of learning activities which can lead to better understanding of concepts. Teachers should teach learners' peace education using scaffolding technique, because scaffolding technique allows learners to work in groups, become autonomous, as well as independent learners, this will help in improving their academic performance. Teachers should not discriminate learners based on gender, because scaffolding technique is not gender bias. The study made contributions to knowledge.