This study investigated effect of Multimedia Instruction and Experiential Learning Strategies on Chemistry students’ performance in Obio-Akpor Local Government Area, Rivers State. This study adopted a quasi-experimental pre-test, post-test, non-equivalent group design. Three objectives, three research questions and three null hypotheses guided this study. The population of the study comprised of five thousand, five hundred and eighty seven (5,587) SS2 students. A sample of three schools was selected using multistage sampling technique with a sample size of one hundred and fifty four students. In each school, an intact class was used. The instruments for data collection were the Chemistry Performance Test (CPT) and Chemistry Retention Test (CRT). The instruments were validated by the researchers’ supervisors, one Chemistry teacher and two experts in Measurement and Evaluation, University of Port Harcourt to ascertain the face, content and construct validity of the instrument. The reliability of the instrument was done using Kuder-Richardson -21 (KR-21) and a reliability coefficient of 0.84 was gotten for CPT. Mean, standard deviation and percentage were used to answer the research questions while Analysis of Co-variance (ANCOVA) was used to test and analyze the hypotheses at 0.05 level of significance. The result showed that there is a significant difference between students exposed to Multimedia Instruction, Experiential learning and Discussion method in their performance in Chemistry at comprehension level and application levels. The findings showed that students performed better with multimedia instruction at both comprehension and application levels. It also revealed that female students performed better than male students at comprehension level and male students performed better at application level.