The educational communities have come of age to reinvigorate instructional techniques, approaches and packages through augmentation of the existing traditional methods. The development of such new pedagogical and andragogical methods have recently paved way for the inclusion and use of technologies in education. In an attempt to establish appropriateness and applicability for use, this study focused on edutainment aids as augmented packages with selected collaborative instructional techniques in high schools. Two research objectives were formulated to guide the study, alongside two corresponding research questions and hypotheses. The study adopted quasi-experimental design using pretest, posttest with three treatment groups. Intact classes from three purposely selected schools were used as participants for the study. The instruments were subjected to field trial validation. Also, a pilot test was carried out and the result obtained yielded 0.78 reliability coefficient. All treatment groups were pretested to determine their cognitive load; posttest1 was administered at time 1 after four weeks of the treatment while posttest2 was administered at time 2, at an interval of two weeks. Mean and Standard deviation were used to answer the research questions while Analysis of Variance was used to test the hypotheses; Sidak Posthoc was also used to determine the area of difference. The findings from the study revealed that the use of edutainment instructional package augmented with Think-Pair Share, Reciprocal Pair Tutoring and Think Aloud Pair Problem Solving for teaching and learning has major impacts on students' performance and retention in high schools. Results showed that, Reciprocal Pair Tutoring, augmented with edutainment aids is most effective in facilitating learning outcome relative to Think Pair Share and Think Aloud Pair Problem Solving; however, content retention is most achieved through Think Pair Share, augmented with edutainment aids, relative to Think Aloud Pair Problem Solving and Reciprocal Pair Tutoring.