New Perspectives in Science Education

This study acknowledged the fact that students’ achievement in science subjects has been below average in internal and external formative and summative examinations as replete in literature. A good number of factors responsible for students’ underachievement are enumerated with special emphasis on science teaching methods. Secondary data from senior secondary certificate examinations (SSCE) past results from 2010-2014 was used to establish low performance in science while primary data was generated through survey involving 197 science teachers from 34 public secondary schools in Port Harcourt and Obio-Akpor local government areas of Rivers State. The findings are that one hundred and twenty six (126) which represents 63.96% of the science teachers were not aware of scaffolding, concept mapping, simulation and the use of mobile laboratory kits among others as techniques that enhance achievement in science;  one hundred and fifty nine (159) that is, 80.71% of the science teachers delivered instruction via lectures and note taking; while one hundred and eighty   seven of the science teachers (187) that is, 94.92% accepted that field trip, laboratory and experimental methods do enhance achievement in science but teachers do not use them because they are considered expensive. Sequel to these findings, it was recommended that science teachers should strive to acquaint themselves with contemporary methods in science education and all parties (government and individuals) should be willing to pay the price in order to improve students’ achievement in science subjects.