Clicker-integrated instruction is the current innovation in teaching and learning. Several studies used this technology to investigate learning processes, while others mainly used it to asses for learning, facilitation of group discussion and students' participation. All applications require creativity and analytical thinking and very much different from conventional instruction where learning is direct and sometimes unreceptive. However, most of those studies either conducted a meta-analysis of the literature or an intervention with a small group to evaluate its impact on teaching and learning. However, the relationship that exists between its integration through intervention and final regional examination results in chemistry was limited in studies. Therefore, the main focus of the present study was to examine the relationship between an intervention and regional examination results. Data collected and analysed were the 2593 students' final chemistry results, between "grade levels 1 to 6," as the main requirement for university admission. The scope of the data collected from 2017 to 2019. There were 1463 male (56.4%), and 1130 female (43,6%) from the total sample. The findings obtained were compared within and to the findings generated from an intervention, for any relationship. Regression results indicated no relationship between the two findings. Further, multiple regression also suggests that the relative contribution of the clicker technology, stands on firm empirical ground, as it explained 3.5% of the variance in results, which implied that clicker-integrated instruction can be encouraged.