The study design was to investigate the effectiveness of reciprocal teaching versus the traditional teaching on student academic performance at secondary level. The four strategies incorporated i.e. summarization, clarification, prediction and questioning for the purpose of measuring students’ academic performance in General Science. The Pre & Post equivalent group design was employed based on quasi-experimental design. The experiment was conducted on 10th grade female students in one randomly selected FG girl’s school for ten weeks. A pretest was administered and then respondents were randomly distributed in two groups. The experimental group (n=33) was taught through reciprocal teaching and control group (n=32) was taught through the traditional method (Lecture method). The results reveled that reciprocal teaching was more effective strategy to improve students’ academic performance. This study suggested that students’ academic performance can be improved by addressing Reciprocal intervention. It would be helpful for pedagogical setting to make the students independent and creative for the resolve of their own academic problems.

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