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The educational system in Pakistan is mainly dependent on traditional teaching approaches, which are often regarded as ineffective and have a poor impact on the academic performance of students. We conducted this experimental study to examine the cooperative teaching impacts on the academic performance of students studying at the higher secondary school level in tehsil Faisalabad. Collaborative learning is a valuable instructional approach where students allocate tasks among themselves, assist each other (especially those who have difficulty), offer positive and negative feedback, and work together to achieve a collective outcome. Through such collaboration, students exhibit greater engagement and academic success. In this study, we compared students' academic performance by comparing the experimental and control group students. Control groups comprised of total 40 students. A single teacher conducted academic activities with them. Whereas in the experimental group, total 40 students were taught through the cooperative teaching method. The research design of the control was a pre-test and post-test, which is representative of true experimental design, and the same was applied to the experiment in this study. The results revealed that the students in the experimental group who were taught through a cooperative teaching approach academically performed better as compared to control. This implies that cooperative teaching technique had a positive influence on the students’ academic performance. This is concluded that the cooperative teaching technique was better as compared to the conventional method of teaching. Therefore, this cooperative method of teaching should be implemented for other subjects and at other school levels.