This study investigated the use of cognitive conflict as an intervention strategy in enhancing students’ academic achievement in science and technology education in Kogi State. The study was guided by two research questions and two hypotheses. The study adopted a quasi-experimental design. The population of the study was all the 7180 senior schools, two students, during the 2020/2021 academic session. The sample consisted of 292 SS two students (186 males and 106 females) drawn from six secondary schools using a multi-stage sampling technique. Science Achievement Test (SAT) with reliability coefficients of 0.89 was used for data collection. Data collected were analyzed using mean, standard deviation and Analysis of Covariance (ANCOVA). The findings of the study revealed that there was a significant difference in mean academic achievement among students taught S&TE using cognitive conflict and traditional instructional strategies. In addition, male and female students taught using cognitive conflict strategy differ significantly in academic achievement scores F (1.292) = 24.409; p = 0.000 < 0.05. Based on the findings, It was recommended that science teachers should be encouraged to use cognitive conflict as an intervention strategy to teach science and technology education in secondary schools in order to enhance students’ academic achievement among others.