The study examined the effects of scaffolding teaching strategy on students’ academic achievement in Senior Secondary School Chemistry in Ado Local Government Area, Ekiti State, Nigeria. The research design adopted in the study was Pre-test Post-test Quasi-experimental. The sample for the study was 130 Senior Secondary One (SSI) Chemistry students, selected through the multistage sampling technique in public Senior Secondary Schools in Ado Local Government Area, Ekiti State. The instrument used to collect relevant data from the subjects was tagged: Chemistry Achievement Test (CAT) and the treatment package used for the study was tagged: Chemistry Scaffolding Instructional Package (CSIP). The reliability of the instrument was determined through the split-half method with the reliability coefficient of 0.86. Three null hypotheses were tested at 0.05 level of significance. The data collected were analysed using t-test and Analysis of Covariance (ANCOVA) statistical analysis. The results of the analysis revealed that there was significant difference in the academic performance of students in Chemistry in the experimental and control groups in favour of experimental group. Based on the findings of the study, it was concluded that scaffolding teaching strategy is more potent in boosting students’ performance in Chemistry in secondary schools than the conventional method in practice in the nation schools and it was recommended that the conventional method presently in use by Physics teachers should either be improved upon, modified or replaced with an activity- based teaching approach (as appropriate).