This study examines the effect of Round-robin instructional strategy on senior secondary school student interest in electrochemistry in Federal Capital Territory Abuja Nigeria. The Sample for the Study comprised 210 (126 male and 84 female) students selected from 2 co educational Secondary Schools using probability sampling technique. The data were collected by the use of a Questionnaire tagged Electrochemistry Achievement Test (EAT) and Electrochemistry Interest Scale (EIS) designed and validated. The reliability of the EAT was determined using Kuder-Richardson (KR-20) and the value r= 0.75 was obtained. The EIS was analyzed using Cronbach alpha reliability coefficient and the value r=0.65 was obtained. Two Research questions and two null hypotheses were formulated. Mean and standard deviation was used to analyze the research questions and t-test was used to test the hypotheses at 0.05 level of significances. The study revealed that Round-Robin instructional strategy improves student interest in electrochemistry than the conventional method and also there was no significant difference in gender on student interest in electrochemistry. Recommendations were made which includes; Chemistry teachers should adopt the use of Round-robin instructional strategy in teaching difficult concept like electrochemistry thereby improving students' interest in Chemistry. Teachers of Chemistry should also use all available instructional materials to raise students' interest and maintain it so as to improve their performance in Chemistry.