Akpomudiare Helpus Efe, Emmanuel Ikechuku Abamba


The study sorts out between the Target Task Approach (TTA), Analogy, and Lecture method that will best increase the achievement and retention of learned concepts. It adopted a quasi-experimental design with a study population of 42,811 and a sample of 294 students drawn from nine government schools in Delta State, Nigeria. The instrument for the study was the Chemistry Achievement Test (CAT) which was found valid in face and content. The reliability was established using the Kuder-Richardson formula 21, and a reliability coefficient of 0.89 was obtained. Chemistry Achievement Test was employed in gathering data, while Analysis of Variance was used to analyse the data after the groups’ equivalence was established. The results showed, among others, that all three methods significantly affected achievement; students under Analogy and TTA achieved and retained significantly higher than those in the Lecture method. The study concluded that Analogy and TTA should be employed rather than Lecture method to improve students’ achievement and retention. It was recommended that Analogy and Target Task Approach (TTA) should be adopted by Chemistry teachers in teaching Chemistry at the secondary school level, and school administrators should provide and organise in-service training for Chemistry teachers to equip them with the required skills needed to implement Analogy and Target Task Approach (TTA) with no difficulty. This will also ensure in-depth knowledge and mastery of Chemistry concepts.


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DOI: http://dx.doi.org/10.46827/ejes.v11i1.5146


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