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This study examined the effects of video-based cooperative, competitive and individualized instructional strategies on the performance of senior secondary schools’ students in geometry in Nigeria. It also examined the influence of gender on students’ achievement. Pretest, posttest, experimental control group design was adopted for this study. Purposive sampling technique was used to select four secondary schools based on some criteria. 120 second year mathematics students were randomized from four co-educational schools in Minna, Nigeria. The students were assigned into cooperative, competitive, individualized, and conventional groups. Video-based instructional package on Geometry concept in Mathematics was used as treatment instrument, while Geometry Achievement Test (GAT) was employed as test instrument. Analysis of Variance, Scheffe post hoc test, and t-test statistics were used for data analysis. Findings revealed that there was significant difference in the performance of the groups in favour of cooperative group. In addition, students’ gender had no influence on students’ performance in cooperative and individualized groups. However, male performed better than female in competitive instructional strategy. Based on the findings, it was recommended that mathematics teachers should employ video-based cooperative instructional strategy for improving students’ performance in the subject.