This study investigated the effect of scaffolding and drilling teaching methods on students? academic performance in Shorthand in government senior secondary schools in Zaria,Kaduna State. With the emergence of Information and Communication Technology (ICT), there is a tendency to deviate from the use of conventional teaching method for Shorthand in secondary schools. It was on the basis of this, that this study was conceived. Five research questions were raised to guide the study. Five null hypotheses were formulated to guide the study and tested at 0.05 level of significance. Quasi experimental research design was used for the study. The population of the studywas ninety-six (96) SS2Shorthand students and was used as intact class. Thirty-three (33) students in each of the experimental group and thirty (30) students in the control group were taught Shorthand separately. The experiment lasted for six (6) weeks.The instrument used for data collection was the Shorthand Achievement Test developed by the researcher.Data collected were analyzed using mean, standard deviation. The t-test was used to test all the null hypotheses at 0.05 level of significance. Theresultsof the study revealed that both scaffolding and drilling teaching methods had positive effects on students? academic performance in teaching Shorthand. However, the performance scores of students in control and those in experimental groups significantly differ. The study concluded that the academic performance of students in Shorthand in government senior secondary schools in Zaria, Kaduna State would be improved if appropriate methodologies are employed by the teachers in teachingShorthand. Itwasthereforerecommendedamongothers thatShorthand teachers in SSS classes in secondary schools should endeavor to employ the use ofscaffoldingand drilling methods toadequately guide their students to discover by themselves the skills in Shorthand.