This study investigated the effect of educational technology on the teaching and learning of the Chemistry in secondary schools in Nigeria,. The study adopted pre-test, post-test non-equivalent control group quasi-experimental design. Population of the study was 18,879 SSII Chemistry students in all the public mixed senior secondary schools in Delta State. The sample size for this study was three 338 SSII Chemistry students (167males and 171females) selected from six (6) public Secondary Schools in using purposive sampling techniques. The instrument used for data collection in this study was Chemistry Achievement Test (CAT). The reliability of the Chemistry Achievement Test (CAT) was established using Kuder Richardson 21 formula which yielded a reliability coefficient of 0.79. Data obtained were analyzed using mean, standard deviation and ANCOVA. Results revealed that: there was a significant difference between the mean achievement scores of students taught Chemistry using educational technologies and those taught without educational technologies, in favour of those taught with educational technologies, there was a significant sex influence on students’ Chemistry achievement when exposed to educational technologies. It was recommended that government should provide adequate and functional educational technologies to all schools in the country to facilitate learning.Keywords:
Educational technology, teaching and learning.