The modern education system instilled with freedom of thoughts and actions provides an ambitious platter of intellection and emotion where a participatory mode of learning ensures meaningful and quality education. Pedagogical innovations offer an interactive platform to develop the cognitive, affective, and psychomotor domains in the learning process. Various novel pedagogical strategies are nowadays employed in the classroom to drift expository teaching towards a learner-centric constructivist approach of learning. Numbered-Heads-Together (NHT) is one of the well-known and widely accepted cooperative learning strategies applied by educators where students under group category are assigned the task to explore, discourse and learn together. This empirical inquiry aims to investigate the effectiveness of NHT as an intervention in augmenting cognition and performance level of the bioscience students. Experimental design with Pre-Test and Post-Test Control Group was applied for 04 weeks with a sample of 70 secondary level students. The Control group was taught without any intervention, while the experimental group was instructed through NHT. Data was collected through the Bioscience Achievement Test (BAT) whose reliability and validity were established scientifically and the coefficient value obtained for reliability is 0.823. Mann-Whitney-U and Wilcoxon-Signed-Rank tests were administered for data analysis at (α=0.05) level of significance. The results documented that NHT implementation for learning bioscience proves its efficacy and potential over conventional teaching method and further accentuate the learning of students along with development in all cognitive dimensions.