The study investigated the effects of interactive-engagement and analogy enhanced instructional strategies on self-efficacy of senior secondary school chemistry students. The study adapted a pretest-posttest, control group quasi-experimental design. 492 participants were randomly drawn from six schools in two Local Government Area of Osun state. Three instruments were used for data collection. Data were analysed using Analysis of Covariance and Scheffe post-hoc test. Treatment had significant main effect on self-efficacy of students (F(2,479)=45.63; p< .05). The students taught using analogy-enhanced instructional strategy had the highest self-efficacy mean score (x= 54.71).
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