The purpose of this study was to investigate the effect of laboratory method on students’ academic achievement in Chemistry in Public Secondary School in Ohaukwu Local Government Area of Ebonyi State. To achieve this purpose, three hypotheses were formulated to guide the study. Literatures were reviewed so as to give the study the necessary foundation. Quasi-experimental design was adopted for the study. A total sample of 300 respondents were selected for the study using multi-stage cluster sampling and purposive sampling technique.The student achievement test (SAT) and questionnaire were the main instrument used for datacollection. ANOVA and independent t-test were used to test the statistical significance of the three null hypotheses at 0.05 level of significance with critical values and degrees of freedom. The result of the analysis revealed thatChemistry practicals had a significant effect on students’ performance in chemistry. The use of Chemistrypracticals in teaching and learningof Chemistry at the secondary level improve students’ performance in the subject. Based on the findings of the study, it was recommended that more practical work should be used when teaching and learning of Chemistry, the number of learners in Chemistry classroom should be reduced and students should be given the opportunity to engage themselves fully during Chemistry practicals. It was also recommended that they should be further scrutiny of the curriculum, learning standards and teacher competence for Chemistry practicals. Lastly, information and communication technology (ICT) should be integrated in the teaching and learning of Chemistry, especially in Chemistry practicals since the computer and its internet access have a lot of potential to improve science education.