This study is on bridging the gap in learning differences among biology students using 4MAT Application Techniques. We carried out the study in Abakaliki, Nigeria. We adopted a quasi-experimental design for the study. We used 138 SS-II students from two schools. Moreover, two hypotheses were tested. The data were analyzed using descriptive statistics and Hierarchical Analysis of Covariance (ANCOVA). The results showed that there was a significant main effect of instructional method on student’s achievement in biology F (7,121) =12.654, p=0.000, partial η2=0.39; there was no significant main effect of gender on student’s achievement in biology F (1,121)=1.240, p=0.268, partial η2=0.004. We highlighted the educational implications of the findings and the recommendations. We also made some limitations of the study and suggestions for further studies.