The study evaluated the influence of concept mapping teaching methods on the academic performance of Basic Science and Technology students in Akwa Ibom South Senatorial District. Specifically, it examined the effects of diagrams, hierarchical structures and charts on student learning. Three research questions and three corresponding hypotheses guided the investigation, which adopted a survey research design. The study population comprised 2,736 Junior Secondary Three students, including 1,047 males and 1,689 females, across seventy-two public secondary schools in the district, with a sample of 350 students (150 males and 200 females) drawn from forty randomly selected schools using stratified random sampling. A structured 5-point rating scale questionnaire, validated by three experts in Measurement and Evaluation and Industrial Technology Education, was used for data collection and its reliability was confirmed with a Cronbach alpha coefficient of 0.84. Data were analysed using mean and standard deviation for the research questions and independent-samples t-tests were applied at 0.05 significance level for hypothesis testing. The findings revealed that diagrams, hierarchical structures and charts had a substantial positive influence on students’ comprehension, retention and overall academic performance in Basic Science and Technology, with gender differences observed in hierarchical and chart-based methods. The study concluded that concept mapping strategies significantly enhanced learning outcomes in the subject. The researchers recommended that professional development workshops be organised for teachers to strengthen their competence in implementing concept mapping techniques and that schools be provided with appropriate instructional resources, including graphic organisers, flip charts and digital tools, to facilitate interactive, visual and structured learning in Basic Science and Technology.