This study investigates the effects of the jigsaw and think-pair-share methods on students performance in principles of account in colleges of education in north-east Nigeria. The study has five objectives, five research questions were raised to guide the study while five null hypotheses were formulated and tested at 0.05 level of significance. A quasi-experimesntal design was adopted for the study. The population of the study was 900 NCE business education students in colleges of education in north-east, who offered principles of accounts in 2015/2016 academic session. One hundred and twenty (120) students were taught in their intact classes. The instruments used to generate data for the study was Principles of Accounts Achievement Test (PAAT). Mean and standard deviations were used to answer the stated research questions. Simple Regression analysis was used to test null hypotheses one and two, while t-test statistic was employed in testing null hypotheses three, four and five. From the results of the study, null hypotheses three, four and five were retained while null hypothesis one, two were rejected. Based on the findings of the results, it revealed that Jigsaw and Think-pair-share methods had significant effects on students? academic performance in Principles of Accounts in Colleges of Education in Northeast, Nigeria. It was concluded that students taught with a jigsaw and think-pair-share methods are capable of earning better results. Based on this, five recommendations are postulated, among which to include Curriculum planners should consider the jigsaw and think-pair-share methods as effective methods for teaching principles of accounts when designing a curriculum for accounting education.