This study investigated the effect of activity-based learning strategies on secondary school Physics students’ interest and performance in Yenagoa metropolis, Bayelsa State. Quasi-experimental pretest-posttest research design was adopted for the work. The study sample consists of 200 senior secondary school Physics (SS2) students drawn from a population of 926 Physics students using purposive sampling technique. A 20 item multiple choice achievement test titled PATHE and a 20 item modified likert scale questionnaire on titled SISALS were used to gather data from the students. The reliability of the instrument PATHE and SISALS were obtained using Kudder-Richardson formula 21 (KR21) and Cronbach’s Alpha where a value of 0.82 and 0.74 were obtained respectively. Two research questions and two null hypotheses guided this work. Research questions were analyzed using mean and standard deviation, while the hypotheses were tested using ANCOVA at 0.05 level of significance. Major findings of this study showed that students taught using the activity-based learning strategies performed significantly better than their counterparts taught using the demonstration method. This study also revealed that the students’ interest in Physics was aroused after they were taught with the activity based learning strategies.