Abstract
This study investigated the Effect of Concept mapping instructional Strategy on Academic Achievements of Biology Students in Senior Secondary Schools in Adamawa State. Two research question and three null hypotheses guided were formulated tested at 0.05 level of significance. The study was quasi experimental a pre-test post-test non ??“ equivalent and control group design. The population of the study was 19631 SS II biology students. The sample for the study consisted of 181 SS II Biology students from two Education Zones of Adamawa State. The two zones are Numan and Yola education zones. The two intact classes were randomly selected and assigned to experimental and control groups. The Biology Achievement Test (BAT) was adapted from WAEC Biology past question papers of 2005-2015. The items of these instruments were also subjected to face and content validity. The reliability of the instruments was established using Kudar-Richardson formula (KR-21). The reliability co-efficient obtained was 0.79. The research questions were answered using Mean and Standard Deviation, while the Hypotheses were tested using ANCOVA. The findings of the study were as follows, Concept mapping strategy has statistical significant effect on students??(TM) academic achievement in biology. Concept mapping instructional strategy has statistical significant effect on lecture teaching method on students??(TM) academic achievement in Biology. Concept mapping instructional strategy has statistical significant effect on male and female students??(TM) academic achievement in Biology. It was recommended that Biology teachers should incorporate concept mapping instructional strategy in teaching Biology in the classroom so as to facilitate the learning of Biology concepts.