This study established the Effect of direct and cooperative teaching methods on Students Performance in Accounting in Federal Colleges of Education in North-East, Nigeria. Quasi experimental design was used for the study. As a guide to the researcher, five research questions were raised to guide the study and five Null hypotheses were formulated for testing at 0.05 level of significance. The population of the selected students in Federal Colleges of Education in North-East, Nigeria offering Accounting option stood at 482 and the sample size was 162.Intact class was employed. Descriptive statistics involving mean score was used in answering the five research questions raised. The null hypotheses were tested in order to guide the study. regression and t-test statistic Analysis was used in testing all the null hypotheses at 0.05 level of significance. The findings revealed among others that there was significant difference in the academic performance of students taught accounting using Direct Teaching Method and those taught using Cooperative method in Federal Colleges of Education in North-East, Nigeria; Null hypotheses one, two, four and five were retained The null hypotheses three was not retained. The study established that Cooperative Teaching Method had more effect on academic performance of students than direct teaching method. The study recommended among others, that lecturers should be properly trained by the authorities of Colleges of Education in order to improve advancement in the level of education and encourage students on the need to develop interest in Financial Accounting. Direct method is an effective method of teaching that allows a more flexible approach to be used as a limited method not as a primary method of teaching, while cooperative teaching method is an instructional method in which group of students work together on a common task.