This research study evaluated the comparative effectiveness of cooperative learning cum inclusive learning pedagogies and conventional teaching method in enhancing student learning outcomes in Biology in secondary school students in Akamkpa. The study adopted a quasi-experimental research design, specifically a pretest-posttest control group design. A sample of 219 students was selected using a stratified sampling technique from a population of 2117 senior secondary schools in the research area. A pre-test was conducted to determine the students' initial performance in mathematics. After two weeks of teaching using the prescribed innovative methods (cooperative learning cum inclusive learning pedagogies) and conventional teaching method, a post-test was administered using the Biology Achievement Test (MAT). Data analysis was carried out with independent t-test to compare the difference in the student learning outcomes between the two groups. Two research hypotheses were formulated to guide the study. The findings revealed that Biology students taught using cooperative learning cum inclusive learning pedagogies performed significantly better compared to those taught using conventional teaching method. Based on these findings, it is recommended that Biology teachers in secondary schools should adopt cooperative learning strategies in their instructional delivery to enhance students' performance in biology and secondary school biology teachers should also incorporate inclusive learning approaches in their teaching methods to improve students' academic achievement in biology.