This study investigated the Effects of Collaborative Learning Strategy on Performance among Low Ability Junior Secondary School Basic Science Students in Kano, Nigeria. 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 collaborative learning. While the control group was exposed to teaching for six weeks using lecture method. The population consists of 6,715 students. A sample of 120 subjects of both experimental and control groups was selected. The instrument used for data collection was Basic Science Achievement Test. Simple random sampling using balloting method involving a pick from a hat, was used. The Basic Science 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 low ability students exposed to collaborative learning strategy performed better when compared to their counterparts? low ability students exposed to lecture method. It was recommended that curriculum planner?s and basic science teachers to consider its suitability and in cooperate collaborative teaching strategy for the teaching of Basic Science concepts among low ability students.