Background: This study investigated the effect of games teaching approach on students’ academic performance in IUPAC inorganic nomenclature in Senior Secondary Schools in Rivers State, Nigeria. Quasi-experimental design, specifically pre-test post-test control groups was adopted. The sample comprised 93 Senior Secondary 2 and 3 chemistry students Methods: The instrument was IUPAC Inorganic Nomenclature Performance Test validated by two Science Education Lecturers and one expert in Measurement and Evolution. The reliability coefficient of 0.87 of the instrument was determined by test-retest method. Mean and standard deviation were used to answer the research questions and hypotheses tested at 0.05 level of significance using Analysis of Variance. Results: There was a significant difference in the performance of students taught IUPAC inorganic nomenclature with games approach and those with lecture method. Students taught with games approach performed significantly better in the performance test than those taught with lecture method. There was no significant gender based difference in performance, however, significant difference based on class level was obtained. It was recommended among others that, chemistry teachers should incorporate suitable educational games in teaching chemistry and also motivate students towards learning of chemistry.