The study compares the effectiveness of discussion and inquiry methods on academic performance and engagement in junior secondary social studies classroom. The importance of teaching cannot be overstated, as it exposes learners to a body of knowledge that affects lives in different ways. However, the method the teacher employs in teaching determines how quickly students can comprehend what the teacher teaches. Therefore, the study adopted a quasi-experimental design. Although the control group received instruction using the standard conventional manner, the experimental group received instruction using discussion and inquiry methods. All junior secondary schools in the Amuwo-Odofin Local Government Area of Lagos State made up the study's population, and 200 students were chosen at random. Cronbach's Alpha reliability coefficients for the Social Studies Achievement Test, which was utilised as the instrument for data collection, were 0.78. Using the independent sample t-test and descriptive statistics (simple percentages, the data acquired were evaluated. The study found a considerable impact of the discussion-based teaching style on students' proficiency in Social Studies. The study also found a significant impact of the inquiry teaching style on students' Social Studies proficiency. It was recommended that Social Studies teachers should use the discussion method during their lessons to improve students’ performance in Social Studies, and they should also use the inquiry method, as it also aids students’ learning in no small measure.