Level of awareness and utilization of innovative methods for teaching-learning physics and mathematics in Rivers state

Innovative teaching methods (ITMs) are methods other than the traditional talk-chalk methods. This study evaluated the extent to which senior secondary school physics and mathematics teachers are aware and utilize ITMs in Ahoada - East local government area (AELGA), and Ogba/Egbema/Ndoni local government area, Rivers State. The study sample was seventy (70) teachers, comprising 40 from public school and 30 from private schools in AELGA and ONELGA.  A 4-point structured questionnaire was used as instrument for data collection. The reliability of the questionnaire tested with Pearson correlation moment coefficient of 0.87, and was considered reliable for the study. The study answered three research questions. Data was analyzed using frequency, descriptive statistics and paired sample t-test at 5% level of significance. The result showed that the teachers were aware of some of ITMs to a lesser extent but rarely used them in subject delivery. Level of awareness and utilization by both groups of teachers were not significantly different (p>.05), both in public and private schools and LGAs. It was recommended that schools should organize and/or sponsor teachers’ attendance to trainings, conferences, seminars, and workshops to help them access new innovative teaching approaches in their field.