Computer Science Unplugged (CSU) is an innovative approach to teaching computational concepts through hands-on activities without using computers. This study investigated the effect of a puzzle-based game strategy within the CSU framework on students’ academic performance in Kwara State, Nigeria. Sixteen Junior Secondary School students participated in a quasi-experimental pre-test/post-test design. Descriptive and inferential statistics, including mean, standard deviation, and independent t-test at 0.05 significance level, were used for analysis. Findings showed that the puzzle-based strategy significantly improved problem-solving skills (mean difference = 9.4), and students exhibited positive attitudes toward the method (grand mean = 3.04). No significant gender difference was found (t = -0.505, p = 0.617). The study concludes that CSU puzzle-based learning enhances students’ comprehension and is equally effective across genders. It recommends integrating unplugged strategies into computer studies curricula to improve engagement and learning outcomes. Keywords: Computer Science Unplugged, Puzzle-Based Learning, Academic Performance, Gender, Junior Secondary School