School science education needs to respond to a changed social context and to help prepare children to contribute as citizens to shaping the world in which they will live. The desire for high level of science achievement puts a lot of pressure on teachers and schools, including the educational system in general and on students in particular. To maximize the achievement in science within a given set of conditions, therefore, has become the realistic goal of every education. Therefore, there is need to know the factors which are deterrent to it. In view of the rapid changes being witnessed in organization, curricula and teaching techniques, it becomes still more pertinent to seek systematic information on the significant correlates of achievement in science. Such factors when identified have practical and theoretical implications for developing curricula and designing educational programs to suit the needs of the pupils with varied background. The present study is an attempt to find out the science achievement in relation to factors such as attitude towards multimedia information technology, socio-economic status, personal and institutional factors.