This paper examines effects of collaborative learning on students’ interest and academic performance in Social Studies in Katsina-Ala  Local Government of Benue State . The study was guided by two research questions. Two hypotheses were formulated and tested. The study employed quasi-experimental design. The population of the study comprised 5,258 Upper Basic II students from Katsina-Ala  Local Government in Benue State comprising 3,210 male and 2,048 female students, out of which 215 students comprising 113 male and 102 female Upper Basic II students was used for the study. Social Studies Performance Test (SSPT) and Social Studies Interest Questionnaire (SSIQ) developed by the researcher were used for data collection. SSPT consists of Sections A and B. Section A sought bio data of the respondents, while section B has 40 multiple choice items with options lettered A – D. Topics covered are culture, marriage, family and drug abuse from Upper Basic II Social Studies curriculum. SSIQ  is also made up of sections A and B. Section A sought bio data of the respondents like gender while section B has 20 items on interest with response options ranging from very high (4 points), high (3 points), low (2 points) and very low (1 point) for positive items; but however in reverse order for negative items. Mean and standard deviations were used to answer the research questions. Analysis of Covariance (ANCOVA) was used to test the hypotheses at 0.05 level of significance. The findings revealed that there is significant difference in the mean interest ratings of students taught Social Studies using collaborative learning approach and those taught using conventional approach. Finally, there is significant difference in the mean performance scores of students taught Social Studies using collaborative learning approach and those taught using conventional approach at Upper Basic II Education level. It was recommended among others that Social Studies teachers should use collaborative approach to ensure effective teaching and learning so as to enhance students’ interest and performance in Social Studies instead of the conventional approach.