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This paper is a report of the outcome of a study that was carried out in Manicaland, Mashonaland and Matebeleland provinces in Zimbabwe, to assess the impact of self-generated Concept-mapping instructional strategies on the achievement of senior secondary school students in Biology instruction. The research design was quantitative and was of a quasi-experimental nature that included a pre-test, post-test and nonequivalent control group design. The respondents were one hundred and twenty senior secondary school Form 5 students selected randomly from six schools. Instructional material and Evolution Test Items (ETI) were the research instruments used to gather the data. The data obtained were analysed using t-test and chisquare statistical techniques. The results showed that the Self-generated Concept- Mapping instructional strategy (SGCMIS), significantly improves students’ achievements than the Expository Instructional Strategy, EIS (Control group).

Effect of Self-generated Concept-Mapping Instructional Strategy on the Achievement of Students in Evolutionary Concept