Abstract
This study was carried out to determine the effect of vee mapping strategy on senior secondary school students' academic achievement in chemistry in Imo State, Nigeria. Two research questions and two null hypotheses were raised and formulated respectively. The study adopted a quasi-experimental research design The population for the study consisted of 3825 SSII chemistry students from the public secondary schools in Imo State in 2019/2020 session. The sample of the study was ninety seven (97) SS11 chemistry students comprising of 49 control groups and 48 experimental groups drawn from the population using purposive sampling technique. Two intact classes were used. The instrument for data collection was Chemistry Achievement Test (CAT) adapted and used in collecting data for the study. The instrument was validated and a reliability test carried out using Kuder-Richardson 20. This gave a reliability coefficient of 0.72. Mean and standard deviation was used to answer the research questions while Analysis of Covariance was used to test the null hypotheses at 0.05 level of significance. The results revealed that Vee mapping has relative effect on students' achievement in Chemistry and that there was a significant difference between the mean achievement scores of students taught chemistry using vee mapping teaching strategy and that strategy is superior to lecture method in enhancing students' achievement in Chemistry. Also, female students taught chemistry using vee mapping teaching strategy has equal achievement with their male counterpart and that there is no significant difference in mean achievement scores of male and female students taught chemistry using vee mapping. Based on the findings of the study, it was recommended among others that teachers should use vee mapping teaching strategy in teaching chemistry as it enhances students' academic achievement in Chemistry.