Description:
The aim of this study was to investigate the effect of using teacher generated concept maps on the learning of linear motion concepts in physics. The study used a pre and post-test quasi-experimental design method with a control group. The experimental group (n= 28) was taught physics with the aids of concept maps that were generated by the teacher while the control group (n= 29) was taught using the conventional method without concept maps. The results show that students using concept maps are more active in class and obtain a statistically significantly higher gain scores on the physics test ( =17.3) compared to the non-concept mapping group ( =12.9) with p < 0.05. It is concluded that teacher generated concept maps is an effective teaching and learning tool for promoting concept learning of linear motion in physics.