This study examined the Effects of Jigsaw IV Cooperative Learning Strategy (J4CLS) on Interest and Academic performance of Secondary School Students in Geometry in Kaduna State, Nigeria. The study is an attempt to solve the persistent low interest and poor performance of students in geometry at the senior secondary school level. The study was guided by four research questions and four hypotheses. The quasi experimental research design involving two groups (one experimental and the other control) was used. The population of the study comprised of senior secondary school year two (SS2) students of the public secondary schools in Zaria Educational Zone of Kaduna State. Four (4)coeducation schools out of nine (9) were selected by the simple random sampling method and pretested. The result obtained was subjected to the analysis of variance (ANOVA) and the Scheffe's test. Three schools were found to have equivalent abilities; consequently, two schools were selected by the simple random sampling as the schools sampled for the study. The sample of students for the study comprised of 72 students in each school from two intact classes (144 students) selected by the simple random sampling technique from the SS2 arm in the respective schools. Two instruments:Geometry Performance Test (GPT) and Geometry Interest Inventory (GII) were used for data collection. The research questions were answered by the mean, standard deviation and mean rank scores while the research hypotheses were analyzed using the t-test, Kruskal-Wallis test and Dun-Bonferroni Post hoc tests at P≤ 0.05 level of significance by the aid of the computer software Statistical Packages for Social Sciences (SPSS version 21). The results obtained showed a significant difference in performance in favour of student exposed to the J4CLS. The results also revealed no significant difference in performance of male and female students when exposed to the J4CLS. The result further revealed a significant difference in interest level in favour of student exposed to the J4CLS but no significant difference was found in interest level between male and female students in the experimental group and between male and female students in the control groups respectively. The study concludes that the J4CLS is effective in the teaching and learning of geometry and it is a gender friendly teaching method. Based on the findings recommendations were made such as teachers should employ the J4CLS in the teaching of geometry in senior secondary schools to enhance students' interest and performance in it. Also, students should be encouraged by their teachers to participate in the J4CLS because it is a result oriented strategy that has the potential of improving their performance and interest in mathematics. Finally, workshops and seminars for mathematics and science based teachers should be organized by the Ministry of Education for each educational zone in Kaduna State on the use of the J4CLS in classrooms.