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This study investigated civic participation in basic education and students' learning outcomes its' implication for educational administration. This quantitative study was guided by two research questions and two hypotheses. The study adopted the correlational survey design. The study's population consisted of 594 teachers in junior secondary schools The study's sample size consisted of 234 teachers. Civic Participation in Basic Education Questionnaire (CPBEQ) and Students' Achievement Scores in Basic Science (SASBS), were the tools used for gathering data. The CPBEQ was validated by seasoned professors and reliability coefficients of 0.80 and 0.84 were established through Cronbach alpha method. The researchers, along with an assistant, administered the tools to the sampled teachers. The second term basic science examination mean achievement scores of all the students taught by sampled teachers were computed. For CPBEQ, mean scores was employed for data analysis to provide answers to the questions raised and Pearson r to test the hypotheses. The results revealed: low extent of civic participation in infrastructure development, safety and security and monitoring. Significant association was found between civic participation in basic education and efficacious teaching; and a significant association between civic participation in education and students' learning outcome. Thus, recommendation preferred amongst others, that government should formulate a policy on civic involvement in education to help make the instructing and learning of basic science more pleasurable and productive.