Efficient teaching and acceptable feedback are powerful methods of enhancing learning and academic performance. Teachers as well as students seek and learn from feedback. When timely and properly used, it normally adds value to the teaching and learning process. Teachers‟ feedback is most often viewed as a fundamental component in education and crucial to students‟ learning, development, and academic performance. This study was conducted to examine how what students perceived as feedback enhances their academic performance. This study adopted a descriptive survey design in collecting data involving 330 students in the Department of Science Education in Niger Delta University, Wilberforce Island, Bayelsa State, using a questionnaire titled: “Effects of Feedback on Science Education Students Questionnaire (EFSESQ)” with r = 2.50 which was administered on the respondents. The data retrieved from the questionnaire were analysed using Mean. Results from this study revealed that what learners perceived as feedback enhances their academic performance. The results indicated that actively seeking of feedback by learners and frequent feedback from teachers enhances students’ academic performance. The results from this study also offered support for teachers’ feedback as a formative exercise and several suggestions provided for the implementation of teachers‟ feedback into the classroom.