Background/purpose: This study aimed to investigate the impact of pedagogical variation on student academic achievement in science among basic school students in Jordan. Specifically, it compared the Traditional Method (TM) and the Homogenous Groups Method (HGM) to address the need for improved teaching strategies that cater to students' learning abilities and interests. The research sought to determine whether HGM enhances academic outcomes compared to TM. Materials/methods: A quasi-experimental design was employed involving a sample of 69 students from Sahlouliya Basic School in the Directorate of Education for Ain Al-Basha, Jordan, during the first term of the 2023-2024 school year. The students were divided into two groups: a control group of 34 students taught using TM and an experimental group of 35 students taught using HGM. The experimental group was further divided into seven homogenous groups based on similar learning abilities and interests, studying the same topics and objectives as the control group. Academic achievement was measured using a multiple-choice test (MCQ). Results: The findings revealed statistically significant differences in academic achievement between the experimental group (HGM) and the control group (TM). Students taught using the HGM achieved higher mean scores, demonstrating the method's effectiveness in enhancing academic performance. Conclusion: The study concluded that the Homogenous Groups Method (HGM) is a more effective teaching strategy for science education in basic schools compared to the Traditional Method (TM). It recommended adopting homogeneous grouping in cooperative learning settings to improve student outcomes in science classes.