This study investigated the Effect of Discussion Method on the performance of students in economics in senior secondary schools of Kano State, Nigeria. The study was carried out with the objectives to: find out the performance of students taught economics using discussion and traditional method methods in secondary schools in Kano state; examine the effect of discussion method on the performance of students in economics in Rural and Urban schools in Kano State; and assess the performance of students taught economics using discussion method based on gender difference. Three (3) corresponding research questions and hypotheses were stated. The research design used for this study was quasi-experimental design which permitted the use of intact groups. The total population of SS II students offering economics in Kano state was fifteen thousand four hundred and thirty five (15,435) students. A total of one hundred and eighty (180) SS II students in Kano State were used for the study. A self-designed instrument tagged "Economics Students? Performance Test (ESPT)" was used for data collection. The instrument was pilot tested and the (r) coefficient value obtained was 0.94. The demographic characteristics of the respondents were analysed using frequencies and percentages while mean and standard deviation was used to answer the research questions. Also, all the null hypotheses were tested using t-test at 0.05 alpha level of significance. Findings from the study showed that there was significant effect of discussion method on the performance of students in economics in secondary schools in Kano State; there was significant difference in the performance of rural and urban students taught economics using discussion method in Kano State; and there was no significant difference in the performance of male and female students taught economics using discussion method in Kano State. The study concluded that discussion method which accords the students ample freedom to express themselves proved to be most effective in teaching economics as buttressed in the tested hypotheses. Recommendations were made among others that Ministry of education in Kano State should embark on massive advocacy on the need for teachers in secondary schools to embrace learner-centred teaching method for optimum teaching and learning. This can be done through workshop in collaboration with zonal education officers in the state. Also, to make teaching and learning result-oriented, teachers of economics should be dynamic in their choice of teaching method. In addition they should not stick to a method which suits them at the detriment of their students.