Remediation of Students’ Weakness for Enhanced Achievement in Chemistry

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.