The study investigated the effects of Lecture Method Supplemented with Music (LMM) and Computer Animation (LMC) on senior secondary school students' retention in electrochemistry in Makurdi metropolis. Three research questions and three hypotheses guided the study. The design of the study was quasi experimental, specifically the pre-test, post-test non-equivalent control group design was adopted. One hundred and sixty five (165) Senior Secondary Two (SS2) Chemistry Students drawn from 4 schools were purposively sampled from seventy six (76) accredited secondary schools in Makurdi Local Government Area. The first experimental group were electrochemistry with LMM while the experimental group 2 were taught using LMC. The LMM group consisted of 80 students while those in LMC consisted of 85 students. An instrument known as Electrochemistry Achievement Test (EAT) which had 50 questions adopted from WAEC, NECO and UTME past question papers were used for the study. Reliability (KR[subscript 20]) estimate of 0.876 was obtained for EAT. LMM and LMC were used to treat the experimental groups 1 and 2 respectively. Scores on achievement tests were collected at the beginning of the study as pre-test and after the treatment (3 weeks) as post-test. The research questions were answered using mean and standard deviation, while hypotheses were tested using Analysis of Covariance (ANCOVA) at 0.05 level of significance. Findings showed that Students taught electrochemistry using LMM had higher retention score (41.55 ± 3.74) than their counterparts taught using LMC (40.00 ± 3.69). There was a statistically significant main effect (p < 0.05) for instructional methods on mean retention score of students in electrochemistry. Females had higher retention score (41.75 ± 3.43) than their male counterparts (39.74 ± 3.87). There was statistically significant main effect (p < 0.05) of gender on students' retention. Male students taught with LMM had higher retention score (39.84 ± 4.19) than males taught with LMC (39.67 ± 3.68). Female students taught with LMM had higher retention score (42.74 ± 2.87) than the females taught with LMC (40.44 ± 3.69). The results further revealed that there was no significant interaction effect (p < 0.05) of the instructional strategies and gender on retention.