This study examined the effects of cooperative learning and peer tutoring strategies on students’ achievement and retention in redox reactions. Quasi-experimental design was used for the study. It was a non-equivalent pre-test post-test, post-posttest control group design. The target population was 546 SS2 chemistry students from the seven (7) public co-educational senior secondary schools. The sample for the study comprised 98 students. Simple random sampling procedure was employed to select the sample which involved three intact classes; two experimental and one control groups. Six research questions guided the study and six hypotheses tested at 0.05 level of significance. The instrument
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