This study was conducted to determine the effects of information processing teaching models on senior secondary school biology students’ academic Performance in Adamawa state, Nigeria. A quasi-experimental research design involving non-randomized, pretest-posttest, experimental, control groups was employed. The population of the study included all year 2 (SS II) biology students of the 365 Senior Secondary Schools in Adamawa state. A multistage sampling method was employed. The instruments for data collection was Biology Performance Test (BPT). For descriptive statistics, research questions were answered using descriptive statistics of mean and standard deviation while for inferential statistics, hypotheses were tested at 0.05 level of significance using two-way Analysis of Covariance (ANCOVA), Results of the study showed significant difference in the mean Performance scores of students taught biology using BSIM, CAM and lecture method, F = 12.94(df 2, 329), P = 0.00; no significant difference in the mean Performance scores of male and female students when taught biology using BSIM, CAM lecture method, F = 1.85 (df 1, 329), P = 0.67; significant interaction effect of BSIM, CAM, lecture method and gender on biology students’ academic Performance, F =3.122 (df 2, 329), P = 0.045; Based on the findings some of the recommendations made were; the models should be employed for teaching biology in senior secondary schools in Adamawa state, teachers should employ the use of the models in teaching biology by engaging students in collaborative learning irrespective of gender.