This study examined the impact of programmed instruction on academic performance and motivation of JSS students in social studies in Abaji Area Council, Abuja, Nigeria. The study was conducted with four research objectives each for academic performance and motivation respectively. Four research questions were asked while four null hypotheses were formulated and tested at P< 0.05; literature related to the study were also reviewed. The study was carried out using universal basic education junior secondary schools in Abaji Area Council, Abuja. To be specific, JSS I students of UBE JSS Abaji, Naharati, Pandagi and Agyana with a population of 621, using quasi-experimental design. The bio-data of the respondents were analyzed with the use of frequency and percentages, while mean and standard deviation was used to answer the research questions. All the four null hypotheses were tested at 0.05% level of significance using t-test. A taste of independent sample used to compare the performance and motivation of students taught social studies using programmed instruction with the performance of the group taught using only the traditional methods. The findings of the study among others revealed a significance difference in the post-test performance and motivation mean scores of students taught social studies using programmed instruction when compared with those taught using the traditional method of instruction that have significant difference in both male and female academic performance and motivation mean scores in favour of programmed instruction method. The first and second null hypotheses that there is no significance difference in the academic performance and motivation mean scores of JSS I students taught social studies using conventional teaching method. Therefore the third and forth null hypotheses that stated no significance were retained. That is to say there was no difference in the mean academic and motivation scores of JSS I students taught social studies using programmed instruction and those taught using conventional teaching method. The study concluded that the academic performance and motivation of students are better and score higher in social studies given text when taught using programmed instruction enhanced method. Thus, based on the conclusion, the study recommended that teachers and students in UBE JSS as well as other levels of education should imbibe the use of programmed instruction method of teaching since it enhances student’s academic performance and motivation in courses of study. That the federal, states and local government as well as philanthropists should ensure the availability of computers and power generation sources in all levels of educational institutions.