Anatolian Journal of Education April 2021 ● Vol.6, No.1 e-ISSN: 2547-9652 www.e-aje.net pp. 145-156 Citation: Akanbi, A. O., Olayinka, Y. W., Omosewo, E. O., & Mohammed, R. E. (2021). Effect of Mind Mapping Instructional Strategy on Students’ Retention in Physics in Senior Secondary Schools. Anatolian Journal of Education, 6(1), 145-156. https://doi.org/10.29333/aje.2021.6112a Effect of Mind Mapping Instructional Strategy on Students’ Retention in Physics in Senior Secondary Schools Abdulrasaq Oladimeji Akanbi Ph.D., Department of Science Education, University of Ilorin, Ilorin, Nigeria, akanbi.ao@unilorin.edu.ng Yahaya Wasiu Olayinka Department of Science Education, University of Ilorin, Ilorin, Nigeria, yahayawasiu361@gmail.com Esther Ore Omosewo Prof., Department of Science Education, University of Ilorin, Ilorin, Nigeria, oresewo2k@gmail.com Ridwan Enuwa Mohammed Ph.D., Department of Science Education, University of Ilorin, Ilorin, Nigeria, mohammed.re@unilorin.edu.ng This study examined the effect of mind mapping instructional strategy on students’ retention in physics in senior secondary schools. The research is a quasi-experimental design of the pre-test, post-test, non-equivalent and non-randomized 2 X 2 X 3 factorial design. 64 students were sampled for this study out of which 28 formed the experimental group (mind mapping instructional strategy) while 36 of the respondents constituted the control group (conventional method). The pre-test and post-test contained 20 multiple-choice questions with four options one of which was the key factor while others were distractors. Multiple-choice questions were validated by three university professors. A retention test was also conducted after 2 weeks of the whole exercise. Data collected were analysed using the mean and standard deviation to answer the research question while hypotheses were tested using Analysis of Covariance (ANCOVA) and independent t-test at 0.05 significant level. Findings revealed among others that there was a significant effect of the mind mapping instructional strategy in physics in senior secondary schools It was therefore, recommended among others that mind mapping instructional strategy should be used to teach physics concept at the senior secondary school level of education for a better performance because it improves students’ performances in physics. Keywords: physics teaching, mind mapping instructional strategy, retention, senior secondary school, physics INTRODUCTION Physics is one of the basic science subjects offered at the senior secondary school in Nigeria. Physics is an important subject in the secondary school curriculum because it helps the learners to apply the principles acquired through knowledge and skills to construct appropriate scientific devices from available resources (Feinstein, 2011; Kiboss, 2011). In addition, it prepares learners for scientific and technological vocations and this plays a major role in technological, socio-economic and industrial development in many countries of the world. (Mirko, Dusanka & Mirjana, 2012). Physics is a key discipline in producing qualified engineers, scientists, teachers and researchers among others.