The study investigated the effectiveness of collaborative learning approach on physics students‟ achievement in the concept of force at the senior secondary school physics. The study employed a quasi-experimental research design. Study was targeted at students in the senior secondary (SS2) class who offers physics as a subject at a given selected senior secondary school. An intact class was used for the study. The selected class A was used for the experimental design while class B was used for the conventional approach. A total of 28 students were in the experimental group while 36 students were in the conventional group. A pretest was given to each of the two groups to establish their equivalence level. The study adopted a “Think, Pair, and Share” type of collaborative strategy in the learning of force concept for four (4) weeks and thereafter gave the students a post-test to establish the effect of the intervention on the students. The paired t-test and the independent t-test statistical analysis using the SPSS statistical package were used to analyse the generated hypotheses. Study findings shows that there was significant difference between the achievement of students in force concept in physics using collaborative and conventional approach. Finding also shows that there was no significant difference between the achievement of male and female students in physics using collaborative approach. Therefore, Study findings asserts that collaborative instructional approach in physics learning is an indispensable, valuable pedagogical technique in physics learning and a tool for closing gender differences and discrimination in physics classroom. Conclusion and recommendations were such as teachers should encourage physics students to participate in collaborations in physics learning made in the study