Greener Journal of Educational Research Vol. 2 (4), pp. 095-099, November 2012
Manuscript Number: 110512230
Remediation of Students’ Weakness for Enhanced Achievement in Chemistry
Jegede Samuel A.
Department of Curriculum Studies, Faculty of Education, Ekiti State University, Ado-Ekiti, Nigeria.
Corresponding Author’s E-mail: canonsamakjeg @yahoo. com
The study investigated the
effectiveness of Diagnostic Remedial Teaching (DRT) strategy
(referred to as Component Task Analysis Model of
Instruction, COTAM) in enhancing students’ achievement in
Chemistry. The sample consisted of 108 SSS 2 students in
three instructional groups: DRT, CTM and CG. A test of
Achievement in Chemistry (CAT) with an established
reliability coefficient of 0.72 was used to ascertain the
relative effectiveness of DRT and CTM at 0.05 significant
level. It was found that DRT students have a higher mean
achievement score than CTM and CG students respectively.
This shows that DRT is more effective in curbing the
students’ weaknesses in regular Chemistry classroom
instruction. It is suggested that regular diagnosis and
timely remediation of learning difficulties in Chemistry can
increase the students’ achievement and the acquisition of
basic competence and application of chemistry principles.
Keywords: Diagnostic Remedial Teaching (DRT), Chemistry students’ weaknesses, Conventional Teaching Method.
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