The study was carried out to determine the effects of gamification and blank-qwerty-touch methods on performance of business education students in keyboarding in Federal College of Education, Kano, Nigeria. The study had five objectives, five research questions, and five null hypotheses which were formulated and tested at 0.05 level of significance. Quasi-experimental design was adopted for the study. The population of the study was 248 business education students who were admitted in 2015/2016 academic session in Federal College of Education, Kano, Nigeria. Ninety (90) students were used as a sample for the study. The instruments used to generate data for the study were two self-designed Keyboarding Skills Tests. Mean and standard deviations were used to answer the stated research questions. Simple Regression (SR) was used to test null hypotheses one and two, while t-test statistic was employed in testing null hypotheses three to five. From the results of the study, hypotheses one to three were rejected while hypothesis four and five were retained. The summary of the study showed that students in gamification and blank-QWERTY-touch teaching methods performed better than those in the conventional (QWERTY-touch) method, and gender did not show any significant difference in the performance of students in both gamification and blank-QWERTY-touch methods. It is concluded therefore that, gamification teaching method has an effect on students? performance, blank-QWERTY-touch teaching method also has a positive effect on students performance particularly at beginning of keyboarding training. Based on the findings, five recommendations are postulated, among which were that, in order to make students develop high speed and accuracy, keyboarding teachers should use gamification method when it comes to speed and accuracy development. And teachers should use the blank-QWERTY-touch method at a beginning of keyboarding training so as to ensure key position memorization at beginning.