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The aim of the study was to determine the effect of conceptmapping and problem solving instructional strategies on secondary school students' learning outcomes in Chemistry. The study adopted pre-test, post-test, control group quasiexperimental design, using a 3×2×2 factorial matrix. Two null hypotheses were tested at 0.05 level of significance. The subjects consisted of two hundred and fifty (250) students,randomly selected from six secondary schools in Ibadan North Local Government Area of Oyo State, Nigeria. The subjects comprised of 148 males and 102 females. The instrumentsused to collect data were: “Chemistry Achievement Test (CAT)” r=0.756, “Chemistry Attitude Questionnaire (CAQ)” r=0.756, The data collected were analysed using inferentialstatistics of Analysis of Covariance (ANCOVA), and Scheffe post hoc analysis. The results showed that students exposed to problem solving instructional strategy had the highest mean score of 11.920 followed by those of concept mapping instructional strategy with mean score of 10.690 while those of conventional strategy obtained 7.290. There was asignificant main effect of treatment on students' academic achievement in Chemistry [F(1,237) = 120.372; P African Research Review Vol. 2 (1) 2008: pp. 162-176

Effects of Concept Mapping and Problem Solving Instructional Strategies on Secondary School Learning Outcomes in Chemistry