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Concept mapping and lecture instructional approaches significantly enhanced students' achievement and retention in geometry. Nevertheless, concept mapping enhances the mean achievement and retention scores of students in geometry more than the lecture method. Concept mapping and lecture instructional approaches did not differentiate between male and female students in relation to their mean achievement scores in geometry. Concept mapping instructional approach enhances the mean retention scores of female students more than their male counterparts. However, lecture instructional approach equally enhances the mean retention scores of male and female students in geometry. Ten research questions and ten hypotheses were raised and formulated respectively to guide the study.