This study investigated the Effects of Information Communication Technology on Senior Secondary School Students' Geometry Retention and Performance in Bauchi State, Nigeria. The study, which adopted a quasi-experimental design and a non-equivalent, pretest, posttest, post posttest in nature have two intact classes assigned, one to control and the other to experimental group in two coeducational schools as a fair representation of 24 schools comprising of 8200 students within the metropolis of Bauchi state. The sample groups consisted of 128 (SSII) students with 54 boys and 74 girls. The data generated using the instrument, Geometry Performance Test (GPT)which comprised of 76 items validated by three experts (professors in the Faculty of Education) and subsequently pilot tested with reliability coefficient of 0.86 drawn from WAEC, NECO, JAMB and other relevant past questions. A total of four research questions were formulated and answered using descriptive statistics and their corresponding hypotheses tested using independent t-test with two-way ANOVA at 0.05 level of significance. The findings of the research revealed among others that the students who were taught using ICT method of teaching showed significant improvement in their performance in geometrythanthestudentswhoreceivedinstructionthroughthetraditional lecture method. The reason being that the calculated p value of 0.001 is lower than the 0.05 alpha level of significance. The calculated mean performance of students taught geometry using lecture method and those taught geometry using the ICT method were 36.85 and 46.20respectively, indicating a mean difference of 9.35which was confirmed by the test of the hypotheses and suggested that ICT students performed significantly higher. The research also revealed that ICT used in the teaching contributed towards raising the performance of the students in geometry and their retention ability. The finding was gender friendly in that male and female taught using ICT did not differ significantly both in performance and retention in geometry. Hence, the study recommended the use of ICT teaching strategy in all levels of secondary school mathematics and that mathematics teachers needed to be trained and developed on this strategy to enhance teaching capability that accommodate no gender discrimination.