This study investigated collaborative and competitive learning strategies as a functional pedagogy for effective teaching of Social Studies in upper basic schools in Delta Central Senatorial District. Three research questions and one hypothesis guided the study. Quasi-experimental design was employed for the study. Population of the study consisted of all upper basic students in government secondary schools in Delta Central Senatorial District. Sample size for the study was three hundred and ninety-seven (397) students. The instrument for data collection was questionnaire. Mean and standard deviation was used to analyze research questions, while ANCOVA was used to test the hypothesis. The study concluded that there was a significant difference in the mean interest of scores of students taught Social Studies in a collaborative learning strategy and those taught in competitive learning strategy with those taught in competitive learning strategy having a higher interest mean gain. The study recommended that Social Studies teacher should endeavor to develop and adopt collaborative learning strategy as it would enhance overall interest and academic performance in Social Studies as well as help reduce gender gap in Social Studies.