This study is an attempt to solve the persistent poor performance of students in geometry in senior secondary schools in Kaduna State, Nigeria. The study was guided by two research questions and two hypotheses. The quasi experimental research design involving a pretest and posttest was used. The population of the study comprised of 4624 senior secondary school year two (SS2) students of the public secondary schools in Zaria Educational Zone. Two coeducation schools were selected by the simple random sampling as the schools sampled for the study. The sample of students for the study comprised of 144 students from two schools from intact classes (Experimental = 72 and Control = 72). The Geometry Performance Test (GPT) was used as instrument for collecting data. The research questions were answered using descriptive statistics while the research hypotheses were analyzed by the t-test statistics at P ≤ 0.05 level of significance with the aid of the Statistical Packages for Social Sciences (SPSS version 21). The study revealed a significant difference in performance in favour of students exposed to the J4CLS. With regard to gender performance, no significance difference was found. The study concludes that the J4CLS is gender friendly and effective in the teaching and learning of geometry. Based on these findings, it was recommended that teachers should employ the J4CLS in the teaching of geometry in senior secondary schools to enhance students' performance in geometry. Also, workshops and seminars for mathematics and science based teachers should be organized by the Ministry of Education for each Education Zone in Kaduna State on the use of the J4CLS in classrooms.