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This study investigated the Effect of Tins Mnemonic Strategy on achievement and retention in Concept Algebraic Word Problems Among Basic Education Students in Nasarawa State. The study was based on a quasi – experimental, non-equivalent pre-test, post-test and post- post-test, control group design. four research questions were posed and four hypotheses formulated to guide the study. The subjects were all 1853 students (1012 males and 841 females). The sample used for the study consisted of 83 (46 Males and 37 Females) JSII students belonging to two intact classes, randomly assigned to experimental and control groups using multilevel sampling technique, their selection is purposeful in order to have data that have state representative. A stratified random sampling approach base on coeducation was used for students’ selection. The instrument for data collection was Algebraic Word Problems Achievement Test. The reliability of AWPAT was found to be r= 0.82 using KR21. The data collected were analyzed and interpreted using mean and standard deviation to answer research questions and analysis of covariance to test the null hypotheses at 0.05 level of significance. The findings suggest that Tins Mnemonic strategy is an effective tool for improving retention in concept algebraic word problems among basic education students in Nasarawa state. The result of the study recommends that incorporating mnemomics strategies, specifically the Tins strategy, can be beneficial in improving academic achievement and retention among basic education students in Nasarawa State. It was also recommended that Tins mnemonic strategy should be employed by mathematics teachers in teaching concept algebraic word problems in Nasarawa State. The study concluded that Tins mnemonic strategy can be used as an intervention to improve students’ retention in concept algebraic word problems.