Science-Text-Cards’ (STC) effect on interest in science among upper basic school students with varied conceptual abilities in Makurdi, Nigeria was studied using a pre-test-post-test quasi experimental research design. This was due to the prevalence of ineffective teaching methods which has contributed to a decline in students’ interest in science at the upper basic school level. Two research questions and corresponding hypotheses guided the study.

Out of the 2,007 upper Basic II students in all the Universal Basic Education Junior Secondary Schools (UBE-JSS) in Makurdi, a multistage sample of 56 students in two intact classes from two schools was drawn for the study. Interest Level in Basic Science Concepts Questionnaire (ILBSCQ) with a reliability coefficient of 0.94 determined by split-half method and Cronbach Alpha was used for data collection. Mean and standard deviation were used to answer research questions; whereas the null hypotheses were tested using Analysis of Covariance (ANCOVA).

Findings of the study revealed a significant difference in the interest level of students taught Basic Science using STC and those taught using Recitation Teaching Method in favour of STC [F (1, 53) = 28.088, ρ (0.000) < 0.05]. However, no significant difference existed in the interest level among students with varied conceptual ability levels taught Basic Science using STC [F (1, 27) = .915, ρ (0.413) > 0.05]; implying a homogeneous increase in students’ interest level in Basic Science across varied conceptual abilities. STC was therefore recommended among others for teaching Basic Science in upper basic schools