strategies. Students adopt different types of teaching strategies during the learning process to

attain the learning objectives. Teaching strategy has a considerable effect when explaining

science performance; this study investigated the effects of analogy, problem solving and

concept mapping strategies on students’ performance in Physics.

Two research questions and two hypotheses guided it. The study adopted a quasi-experimental design; it was specifically a non-equivalent control group design. The population of the study comprises 1060 SS II students in government senior secondary schools in Jalingo Education zone of Taraba state. The sample

comprised 242 students (110 males & 132 females) from three intact classes in the study area.

One instrument was used for data collection namely the Physics Performance Test (PAT) which

was developed by the researchers.

The validity and reliability of the instrument was established. The validity of PAT was established using face and content validity. The Kuder-Richardson formula 20 (K-R20) for PAT. Mean and standard deviation were used to provide answers for the research questions while Analysis of Covariance (ANCOVA) was used to test the hypotheses at 0.05 level of significance. It was found that there was a significant difference among the mean performance scores of students in physics when taught with the analogy,

problem-solving and concept-mapping strategies in the Taraba State (F, 234) = 20.53, p <

0.05).

There was no significant difference between the mean performance of male and female students taught physics using analogy (F1, 82 = 0.28, p > 0.05; problem solving (F1, 71 = 0.66, p > 00.05) and concept mapping (F1, 79 = 80.53, p > 0.05). Based on these findings, the researchers among others recommended that Physics teachers should be encouraged to develop and adopt the use of analogy, problem solving and concept mapping strategies in teaching physics.