This study investigated the effect of educational videos on students’ interest and academic achievement in Senior Secondary School Chemistry in Onueke Education Zone of Ebonyi State. The study adopted a quasi-experimental pre-test, post-test non-equivalent control group design. Six research questions and six hypotheses guided the study. The population of the study consisted of 3,964 SS II Chemistry students in public secondary schools in Onueke Education Zone, Ebonyi State. A sample of 93 students (48 experimental and 45 control) was selected using purposive and simple random sampling techniques. The experimental group (23 males and 25 females) was taught selected Chemistry topics using educational video instructional strategy, while the control group (20 males and 25 females) was taught the same topics using the conventional lecture method for a period of four weeks. Two instruments were used for data collection: Chemistry Interest Scale (CIS) and Chemistry Achievement Test (CAT). The instruments were validated by experts in Science Education and Measurement and Evaluation. The reliability of CIS was 0.85 using Cronbach Alpha, while CAT was established using Kuder–Richardson formula 20 (KR-20) which yielded a coefficient of 0.88. Mean and standard deviation were used to answer the research questions, while Analysis of Covariance (ANCOVA) was used to test the hypotheses at 0.05 level of significance. The results revealed that students taught Chemistry using educational videos showed greater interest and achieved significantly higher than those taught using the conventional lecture method. Gender and interaction effects were not statistically significant. Based on the findings, it was recommended that Chemistry teachers should integrate educational videos into classroom instruction to enhance students’ understanding, interest, and achievement in Chemistry.