Salihu, Abdullahi GalleOkolo, Inonoh AchenyoUwelo, Danladi2023-12-132023-12-132020-071 2 3 Salihu, Abdullahi Galle, Okolo, Igonoh Achenyo & Uwelo, Danladihttps://keffi.nsuk.edu.ng/handle/20.500.14448/3985The trust of this study focused on the effects of Assessment for Learning (AFL) and GeoGebra on Mathematics Achievement and Interest in Colleges of Education Akwanga, Nasarawa State. Two research questions and two hypotheses were formulated to guide the study. The study adopted quasi-experimental research design. A sample of 110 NCE 2 Mathematics students, 71 from COE Akwanga emerged-experimental group B36, and control group C35 and Hill COE Gwanje emerged experimental group A 39. Mathematics Achievement Test (MAT) and Mathematics Interest Scale (MIS) were used for data collection. The MAT and MIS were validated by two experts. One from Mathematics department, COE Akwanga and the other one from Measurement and Evaluation unit, NSU Keffi which gave 0.78 and 0.82 indices. The reliability of MAT (0.79) was determined through KR21 and MIS (0.82) using Cronbach Alpha. Means and standard deviations was used to answered the research questions while ANCOVA and post hoc test was used for testing the null hypotheses at the 0.05 level of significant. The results of the study revealed that, students taught Mathematics using AFL and GeoGebra software performed significantly higher than those students taught Mathematics using lecture method. Further result showed that high interest of students taught Mathematics using AFL and GeoGebra software performed better than those taught using lecture method. Based on the findings, the following recommendation were made that lecturers should use assessment for learning and GeoGebra software in teaching Mathematics, encouragement in the aspect of comments made by lectures concerning learning outcome/achievement and interest in Mathematics in colleges of education should be implemented.enAFL, GeoGebra, Mathematics, Achievement, InterestArticle