Abstract
The study investigated the effect of concept mapping with inquiry teaching strategies on senior secondary school students' academic achievement in Geography concepts, in Adamawa State, Nigeria. Two objectives were stated; two research questions in accordance with two specific purposes were formulated to guide the study. Similarly, two null hypotheses were stated and tested at 0.05 level of significance. A total of 190 SS II students were selected using purposive sampling techniques as the sample for the study. The study adopted the pretest, posttest nonrandomized, control group, Quasi – experimental design. Geography Achievement Test (GAT) was used for data collection and the reliability coefficients of 0.896 was calculated using split-half method and analyzed using Spearman Rank Order. Mean and Standard Deviation were used to answer the research questions while ANCOVA was used to test the hypotheses at 0.05 alpha level. The findings of the study showed that: there is significant difference between the academic achievement of students taught Geography using concept mapping, inquiry teaching strategy and those taught using traditional or conventional method in senior secondary schools in Adamawa state (F(189, 2) = 179.649, p < .05). There is no significant gender difference on senior secondary school students’ academic achievement in Geography when taught using concept mapping, inquiry teaching strategies and conventional teaching methods in Adamawa State (F(189, 2) = 0.764, p > 0.05). It is concluded that concept mapping and inquiry teaching strategies enhanced students’ academic achievement in Geography. It is also concluded the two strategies are gender friendly. Based on the findings, it was recommended among others that concept mapping and inquiry teaching strategies should be adopted for teaching Geography concepts in secondary schools as it involves the students actively, which enhance students’ achievement.