The study investigated the effects of mind mapping-based and visual imagery instructional strategies on senior secondary schools students’ practical skills in science in Ekiti state, Nigeria. This study adopted a pre-test post-test quasi experimental control group design. The sample for this study was one hundred and thirty three (133) students chosen from six (6) senior secondary schools from three Local Government Areas across the three senatorial districts that made up the state through purposive sampling technique. Science Practical Skills Test (SPST) was used for the collection of data for the study. Analysis of Covariance (ANCOVA), Estimated Marginal Means (EMM) and Bar Charts were used to analyze the data obtained at significant level of 0.05. The findings of this study revealed that there was no significant effects of the strategies on students’ practical skills in science. Based on the findings, appropriate conclusion and recommendations were made.

Mind Mapping, Mind Mapping-Based, Visual Imagery, Instructional Strategies, Practical Skills.