This study investigated the impact of game-based learning on students’ academic achievement in Social Studies in upper basic schools. Persistent underachievement in Social Studies has been linked to the continued use of conventional, teacher-centered instructional methods that limit student engagement and meaningful learning. To address this challenge, the study examined game-based learning as an innovative, learner-centered pedagogical approach capable of enhancing motivation, understanding, and academic performance. The study adopted a quasi-experimental pre-test and post-test control group design. A sample of 80 JS3 students was selected from four public secondary schools using stratified random sampling. The experimental group was taught Social Studies using game-based learning strategies, including board games, role-playing, and digital simulations, while the control group received instruction through traditional lecture methods. Data were collected using the Social Studies Achievement Test (SSAT) and a Students’ Perception Questionnaire (SPQ). The instruments were validated by experts, and a reliability coefficient of 0.83 was established using Kuder-Richardson Formula 20 (KR-20). Data were analyzed using descriptive statistics and independent samples t-test at the 0.05 level of significance. Results revealed a substantial improvement in academic achievement among students exposed to game-based learning, with a higher mean gain compared to the control group. The t-test analysis indicated a statistically significant difference in post-test scores between the two groups, leading to the rejection of the null hypothesis. Additionally, students expressed positive perceptions of game-based learning, reporting increased enjoyment, improved understanding, and better retention of Social Studies concepts. The study concludes that game-based learning is an effective instructional strategy for improving academic achievement and engagement in Social Studies. It recommends the integration of game-based approaches into classroom instruction, teacher training, and curriculum development to enhance learning outcomes at the upper basic school level.