Effect of Think-Pair-Share (TPS) learning strategy with and without Audio-Visual-Aids (AVAs) on basic-8 students’ performance in science in Ogoja, Cross River State was studied using quasi-experimental, pre-test post-test design. Two research questions and two hypotheses guided the study. A stratified random sample of 171 Basic-8 students in three schools were selected out of a total population of 2,558 students from 15 Basc-8 secondary schools in Ogoja was used for the study. Basic Science Performance Test (BSPT) used for data collection was validated by three experts, trial tested on 25 Basic-8 students which were not part of the main sample and test scores collected were computed by Kuder Richardson 21 which yielded the reliability coefficient of 0.72. The data collected were analysed using mean, standard Deviation to answer research question and Analysis of Covariance (ANCOVA) for test of hypotheses at 0.05 alpha level. The study revealed that there is a significant difference in the mean academic performance scores of basic-8 students in Basic Science who are taught using the TPS learning strategy, TPS learning strategy with audio-visual aids, and those taught using the lecture method F (2,167) = 10.46, p = 0000 < 0.05. The study also revealed that there is no significant difference in the mean performance score of male and female students in Basic Science when exposed to TPS learning strategy F (1,54) = 0.115; p = 0.736 < 0.05. Thus, the study recommends that Basic Science teachers use TPS learning strategy with AVAs as a medium of instruction since it improved students’ academic performance Basic Science without gender disparity.