Abstract
This study investigated the effects of Concept mapping and Computer simulation teaching strategies on Chemistry students??(TM) academic achievement in Environmental Concepts. Quasiexperimental design was used for the study. A sample of 230 Chemistry students from four intact classes were randomly selected from government grant-aided Secondary School two (SS2) during the 2018/2019 academic session in Jalingo Education Zone, Taraba State. Environmental Concept Achievement Test (ECAT) with reliability index of 0.92, was used for data collection. The data were analyzed using mean, standard deviation, t-test and Analysis of Covariance (ANCOVA). The findings revealed that there is a significant difference in the mean achievement scores of students taught environmental concepts in chemistry using Concept mapping, Computer simulation and Conventional method. However, findings on gender revealed that there is no statistically significant difference in the mean achievement scores of male and female students taught environmental concept in chemistry using Concept mapping and Computer simulation. Based on the findings, it is evident to conclude that the use of Concept mapping and Computer simulation teaching strategy enhances performance of students in chemistry than the conventional method of teaching. It is therefore recommended that pre-service and in-service teachers should be trained and encouraged to use Concept mapping and Computer simulation teaching strategies since they are gender- friendly and improved academic achievements of students in chemistry.