While Science teaching and learning is changing at an amazing pace in developed countries, same cannot be said of developing countries. Nigeria secondary school classrooms have remained ‘chalk and board’ affair with students seated in rows copying notes. In a developing country such as Nigeria, teachers need sustained support from colleagues at tertiary level who are compliant with the new technologies to help them learn how best to integrate technology into their teaching. In this paper, we describe a study that employed quasi experiment of the non-equivalent control group design. 150 senior secondary two (SS2) students of two intact classes randomly selected from two schools were assigned one to experimental and other to control. . Training was given to a regular teacher of Biology that taught experimental group while the control group teacher did not receive training but given a template on the conduct of the study. Two instruments for data collection were Biology achievement test and Interest scale. Mean and Standard Deviation and ANCOVA were used for data analysis. Result revealed that group exposed to lessons with Audio-visual technological contents integrated achieved higher in test scores than the group not exposed to. It was recommended that classroom teachers keep pace with development trend by learning and using new technologies (Audio-visual) in instructional delivery.

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