This study investigated the “Assessment of Effects of Inquiry and Task-based Methods on Students? Performance in Economics Among Secondary Schools in Imo State, Nigeria”. The objectives of the study were to: determine the performance of students taught Economics using inquiry and those taught using task-based methods in secondary schools in Imo state; find out the performance of experimental group in pre-test and post-test using inquiry method in teaching Economics in secondary schools in Imo state; determine the performance of experimental group in pre-test and post-test using task-based method in teaching Economics in secondary schools in Imo state; ascertain the effect of inquiry method in the performance of rural and urban students taught Economics in secondary schools in Imo state; find out the effect of task-based method on the performance of rural and urban students taught Economics in secondary schools in Imo state; determine the effect of performance of male and female students taught Economics using inquiry method in secondary schools in Imo state; ascertain the effect of performance of male and female students taught Economics using task-based method in secondary schools in Imo state; Seven research questions and seven hypotheses were drawn based on the objectives of the study. The study reviewed both theoretical and conceptual frameworks; under the theoretical framework, the following theories were considered; Brunner?s theory of instruction, Gagne?s theory of instruction, and Cultural-Historical Activity theory but Brunner?s theory of instruction was considered best due to its emphasis on the process of pedagogy as it affects students overall academic performance in school. Research design employed was the two by two pre-test, post-test quasi experimental/control design. The targeted population was ten thousand, two hundred and forty four public secondary school two (SSII) students that offered Economics in the six educational zones of Imo state. A purposive sampling technique was adopted to draw two educational zones, six schools and three hundred and six SSII Economics students from both urban and rural areas of the state. Sixty lesson plans were developed by the researcher to guide the field work. Economics Inquiry Task-based Performance Test (EITBPT) made of twenty five items of objectives and theory questions from SSII scheme of work were developed and validated as instrument for data collection. The research instrument (EITBPT) was pilot tested and subjected to PPMCC analysis and there reliability index were .733, 0.77, and 0.69 respectively. which were considered by experts to be reliable. Research questions were answered by descriptive statistics of means and standard deviation while hypotheses were tested using independent t-test, paired sample t-test and ANCOVAR at 0.05 level of significance. The results amongst others revealed that both inquiry and task-based group methods performances are the same and therefore the inquiry and task-based methods are effective for the teaching of Economics in secondary schools in Imo state. The result also showed that there was no significant difference in the effect of task-based method on students? performances in rural and urban located schools in Imo state. Based on the findings, it was concluded that inquiry and task-based methods were very effective for higher academic performance among SSII students in the study area. It was therefore recommended that, Economics teachers should ensure that daily class work and assignment given to students should include relevant inquiry and task-based activities as much as possible.