Abstract: The study investigated the effect of scaffolding and hands-on instructional approaches on senior secondary school student’s achievement and interest in chemistry. The study was carried out in Anambra State, Nigeria. The study was quasi-experimental. The sample size was made up of 195 chemistry students. The Chemistry Achievement Test (CAT) and chemistry interest scale were used for data collection. Means, standard deviation and Analysis of Covariance (ANCOVA) were used to analyze the data. The findings showed that students who were taught using scaffolding and hands-on instructional approaches had significant achievement compared to their counterparts taught with conventional method. Scaffolding and hands-on instructional approaches increased student’s interest in chemistry more than the conventional method. There was no significant influence of gender on the mean achievement and interest scores of students in chemistry. Finally, there was no significant interaction effect of methods and gender on student’s achievement and interest in chemistry.