The study compared the influence of demonstration, peer-tutoring and lecture method provided activities on learning outcomes of junior secondary school students in Ikere Local Government Area, Ekiti State, Nigeria. It also determined the influence of demonstration, peer-tutoring and lecture method provided activities on students’ attitude towards Mathematics; and it examine the influence of demonstration, peer-tutoring and lecture method provided activities on students’ retention ability in Mathematics. The study adopted the non-equivalent pre-test, post-test control group design. The main population for this study included public junior secondary school students in Ikere Local Government Area of Ekiti State, Nigeria. The sample for the study consisted of 120 Junior Secondary School Three (JSS III) students randomly selected from four (4) schools in Ikere Local Government Area of the State. The Schools were assigned to the four groups of Demonstration provided activity, peer-tutoring provided activities, lecture method provided activity and conventional sample using simple sampling. The instruments used for the study were subjected to validity and reliability mechanism. The reliability of the instruments: Mathematics Achievement Test (MAT) and Mathematics Attitudinal Scale (MAS) were determined through the split-half method with reliability coefficient of 0.91 and 0.89 respectively. Three null hypotheses were formulated and tested at 0.05 level of significance using two ways Analysis of Variance (ANOVA) and Bonferroni Post-hoc test. The results showed that there was significant difference in the influence of demonstration, peer tutoring and lecture method activities on the performance of Mathematics students. Based on the findings, conclusion and appropriate recommendations were made.