EFFECTS OF TARGET TASK INSTRUCTIONAL APPROACH ON STUDENTS’ ACHIEVEMENT AND RETENTION IN SENIOR SCHOOL CERTIFICATE ENGLISH LANGUAGE

Abstract

This study investigated the effect of target task instructional approach (TTIA) on students’ achievement and learning retention in English language. The study adopted a pre-test, post-test non-equivalent control group, quasi-experimental research design which involved group of students in their intact class assigned to experimental and control groups. The population of the study was all the Senior Secondary school (SSS) two English language students in Gwagwalada Area Council of Federal Capital Territory (FCT), Abuja. Two research questions and two null hypotheses, tested at .05 level of significance, guided the study. The instrument used for data collection was English language achievement test (TDAT). The reliability coefficient for the TDAT was found to be 0.75 using Kuder-Richardson formula (K-R 20). Mean was used to answer the research questions; while ANCOVA was employed to test the hypotheses. The study found out that TTIA is more effective in enhancing students’ achievement in English language. The students taught English language with TTIA retained more learning than those taught using conventional method. The difference between the mean scores of students taught with target task instructional approach and conventional teaching method was significant. The study recommended among others that in view of the established efficacy of  TTIA in promoting achievement and retention of learning in English language, it should be included in the curriculum of pre-service teachers of English language teachers so as to popularize its use and hence bring about more effective learning of English language.