This study investigated impact of prior knowledge of behavioural objectives on students' academic achievements in physics. The quasi-experimental research design was used for the study. The sample for the study consisted of a total of one hundred and eighty eight (188) students drawn from secondary schools in Yakurr and Abi Local Government Areas of Cross River State. Ten secondary schools were used for the Copyright ©IAARR, 2012-2016.net/stech | Indexed African Journals Online: www.ajol.info

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... STECH VOL 5 (1) FEBRUARY, 2016 study. Five schools were purposively assigned to the experimental group while the other five schools were assigned to the control group. The instrument for data collection was the Atomic Physics Achievement Test (APAT) which consisted of fifty (50) items of multiple choice in nature. The instrument had a reliability index of 0.89 using the Kuder-Richardson formula -20. After pretest both groups were taught the concept of atomic physics but with the experimental group given the behavioural objectives before commencement of treatment. The data collected were analyzed using analysis of covariance with pretest scores as covariate. The results of the study showed significant difference in academic achievement between the experimental and control groups, significant difference in achievement between male and female students with the females taking the lead and a significant interaction effect between treatment and gender of the students. It was concluded that prior knowledge of behavioural objectives promote students' academic achievement. Hence, it was recommended, among others, that physics teachers should be encouraged to give students behavioural objectives prior to the teaching of the concept.