The study was conducted to show the effectiveness of concept mapping as a teaching strategy to undergraduate students taking introductory physics course. A number of researchers have investigated the effectiveness of concept mapping on student academic achievement. The main focus of these studies have been on comparing the effectiveness of concept mapping to traditional teaching practices such as the lecture method. This research, however, compared concept mapping to tutorial sheets strategy in teaching circular and rotational motion. A sample of seventy (70) students participated in the experiment. An equivalent number of thirty five (35) students were assigned to the control and experimental group. The control group used tutorial sheets while the experimental group used concept mapping. A pre-test and post-test was administered to the two groups. A t-test was used to compare the means of the group's test scores. The mean score for the experimental group's post test was higher than the mean score of the control group. This showed that concept mapping was more effective than the tutorial sheet strategy. Questionnaires and interviews were also used to determine the attitude of students towards concept mapping. The findings showed that students had a positive attitude towards the use of concept mapping.