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The study investigated the Effects of Concept Maps and Vee Diagrams on Students’ Achievement and retention in equations of motion in Nasarawa North, Nigeria. Quasi experimental research design was used for this study. The population of the study comprised 2824 SS II Physics students (1521 males and 1303 females) in North Senatorial District, Nasarawa State. Purposive and simple random sampling techniques were used in selecting three schools for the study. The sample for the study is made up 151 SS II students in Nasarawa State South Senatorial District schools. Two research questions guided the study and two null hypotheses were tested at 0.05 level of significance. The instrument used for data collection was Equation of Motion Achievement Test (EMAT). Kuder – Richardson 21 (KR – 21) was used to determine the internal consistency of EMAT and r = 0.78 was obtained as the coefficient of reliability. Descriptive statistics of mean and standard deviation were used to answer the research questions while Analysis of Covariance (ANCOVA) was used to test the hypotheses at 0.05 level of significance.

Bonferroni Multiple Comparisons was used to determine the direction of the difference between the groups. The result of this study reveals the following: Students taught equations of motions with Concept Maps achieved higher than those taught using Vee Diagrams. (F = 7.196; P = 0.001 < α = 0.05). Students taught equations of motion using Concept Maps and Vee Diagrams and Lecture Method showed retention at par (F = 20.811; P = 0.000 < α = 0.05). Based on the findings of this study, it was recommended that: Since Concept Maps and Vee Diagrams are found to be an effective strategy for improving students' achievement, teachers should be endeavour to use Concept Maps and Vee Diagrams in the teaching of Equations of motion. Seminars and workshops should be organized by STAN in Physics to train teachers on the use of Concept Maps and Vee Diagrams to help enhance the achievement of students in Physics concepts.