Effect of Technological Pedagogical Content Knowledge (TPACK)Model on Senior Secondary Students ‘Interest in Chemistry in Makurdi Metropolis was investigated using pre-interest, post-interest control group quasi-experimental design. Two research questions and two hypotheses guided the study. The population of the study comprised all the 954 (687 Males and 267 females) senior secondary two Chemistry students in 16 co-educational public secondary schools in the 2024/2025 academic session. A sample of 112 Chemistry students (56 males and 56 females) SS2 was drawn using multi-stage sampling. The validated and trial tested Chemistry Interest Scale (CIS) used for data collection had a Cronbach’s Alpha reliability co-efficient of 0.86. Data were analysed using mean and standard deviation to answer research questions while One-way Analysis of Covariance (ANCOVA) was used to test the null hypotheses at 0.05 α-level.

Findings revealed that there was significant difference in the mean interest rating of students taught Chemistry using TPACK Model and those taught using Discussion Teaching Method (DTM) [F (1, 109) =12.455; p =0.001 < 0.05]. Furthermore, the study showed that there was no significant difference in the mean interest rating scores of male and female students taught Chemistry using TPACK Model [F(1,55)=10.116;p=0.002 < 0.05]. The study recommends among others that Chemistry teachers should use TPACK Model for effective lesson delivery.