The research investigated the effects of scaffolding and scenario based teaching methods on the performance of NCEI students in financial accounting in Federal College of Education, Kontagora, Niger State. Four research questions were answered and four hypotheses were tested at 0.05 level of significance. A population of 234 students who offered financial accounting in federal college of education kontagora, Niger state were identified and the same population was used as the sample size for the study. Quasi experimental design was used for the study. The statistical tool used foranalysis was t-test and Analysis of variance (ANOVA). The objectives of the study werechanneled towards discovering the significant effects of two teaching methods which are the scaffolding teaching method and the scenario-based teaching method on students‘ academic performance in financial accounting from the conventional (lecture method). The view of male students performing better than the female students in financial accounting was also considered and tested. It proved that scaffolding teaching method and scenario based teaching methods had significant effects on the academic performance of financial accounting students than the conventional teaching method. On the other hand, it also resulted to a conclusion that there are some areas and concepts in financial accounting that would be improved upon in terms of students performance when scaffolding teaching method is used and there are some areas to that the scenario based teaching method will be the best productive teaching method.