Efforts have been made over the last quarter century to improve science education in the schools. Unfortunately, schools are not able to meet the requisite standards of the teaching science. Ways and techniques employed for imparting science education don’t cater to the needs of the students. The problem is observed largely in Government schools with minimum guidance. To overcome this situation Government schools need to transform their instructional strategies that help students to manage their own learning and inculcate the required skills. Concept mapping is one of the emerging instructional strategies that help learners to identify, graphically display, and link key concepts by organizing and analyzing information. Thus the present study aims to determine the effectiveness of Concept mapping strategy as a tool in pedagogy to enhance government school student’s academic performance and self regulation of learning in science. The study has been carried out on 40 students of science from class ninth selected randomly from Government schools of Hoshiarpur in the state of Punjab. Randomized one group pre test post test research design was employed on the selected sample for data collection. The desired tools and techniques were framed with the support of standardized scales. The statistical techniques used were Mean, Standard deviation and t-test to achieve the opted objectives. The intervention positively indicates the relationships between concept mapping, academic performance and self regulation of learning among students.
