This erudition investigated the efficacy of two methods of instruction: Visual prompt instruction (VPTM) and Conventional Science instruction (CSTM) on the effects of homogeneous and heterogeneous ability levels' class instruction on learning outcomes in Basic Technology. The sample comprises 60 learners in junior secondary school classes randomly selected from two schools. Five instruments namely the basic technology achievement test (BTAT), wood, metal and plastic concept, knowledge and task and learner's questionnaire on preference for grouping types were used to collect data for the erudition. Two general research questions and five hypotheses were raised, tested and analyzed using measures of central tendency, mean, standard deviation and t-test (descriptive statistics). The results confirm that homogeneous ability level grouping is better quality for supporting learners learning outcomes. The reported alteration in approach and inquisitiveness of the learners is in favor of visual prompt instruction among the homogeneous ability grouping class. Recommendations were made based on the findings: the accountability is above all on pioneering physiognomics' of VPTM inclusion in the prospectus of scientific instruction in Nigeria cum internationally.