This study investigated the relative effectiveness of three types of concept maps (hierarchy, flowchart and spider) on
the performance of students in Chemistry. This is with a view to find out which of the concept mapping types is
more superior in enhancing students’ performance in the numerical aspect of Chemistry. The pre-test, post-test
experimental design was used for the study. The population for the study comprised of all the Chemistry students in
Senior Secondary School in Osun State of Nigeria. Students in Senior Secondary class two (SSII) in their intact
classes from three schools in Ife-Central local government area of the state formed the sample of the study. The three
schools were randomly assigned to the hierarchical, flowchart and spider concept mapping strategies. The instrument
used for data collection was the Problem Solving Achievement Test in Chemistry (PSATC). Students in the three
groups were taught using the three kinds of concept maps separately. The experiment lasted for five weeks after
which a post-test was administered. The result of the study indicated that there was no significant difference in the
performances of the students in the three groups with respect to the kind of concept map used. (F = 1.088; p > 0.05).
This implies that the concept mapping strategies were not all that different in their superiority. They all produced a
similar effect on the students with respect to their performance in Chemistry. However, it was found out that they
enhanced the performance of students in their problem solving skills in Chemistry as already reported by research
studies.