The study explored the efficacy of the use of Digital Teaching Tools (DTT) in fostering students' achievement in Chemistry in comparison with Lecture method. A non-equivalent, control group quasi-experimental design was used for the study. Data collected from 119 students was analyzed using mean, standard deviation and analysis of covariance. The result revealed that DTT resulted in higher achievement as opposed to lecture method (F (1, 115) = 86.769, p = .000, < .05). Even though gender had significant effect on the achievement of male and female students in Chemistry (F (1, 63) = 5.966, p = .016 < .05) with female students performing better than male. There was no significant interaction of gender and teaching approaches (F (1, 115) = 0.522, p = .472, > .05). The findings imply that restructuring Chemistry teaching approaches to accommodate the use of DTT will enhance students' achievement. The researchers hereby recommend that teachers should inculcate DTT for improved achievement in Chemistry.