This study assessed the efficacies of cooperative learning instructional approach (CLIA), learning activity package (LAP), and lecture method (LM) on enhancing students' academic retention in chemistry. Three research questions and three hypotheses guided this quasi-experimental study. The sample for the study was 194 students drawn from three schools using the balloting technique. The experimental groups were taught with CLIA and LAP, while the control groups were taught with LM by their regular chemistry teachers. Chemistry achievement/retention test, Cooperative Learning Operational Guide, and LAP Operational Guide were the instruments used for data collection in this study. Mean, standard deviation, and analysis of covariance were used in the analysis of the data collected. The study found that the CLIA and LAP enhanced students' academic retention in chemistry better than the LM. Furthermore, there was no significant difference in the academic retention between male and female students in chemistry. Recommendations from this study include cooperative learning strategies and learning packages in teaching chemistry.