EFFICACY OF COGNITIVE BEHAVIOURAL TASK ANALYSIS TRAINING ON ACHIEVEMENT IN MATHEMATICS-RELATED CHEMISTRY TOPICS AMONG STUDENTS IN RIVERS STATE, NIGERIA.

Abstract

Task analysis process in problem-solving is rarely used in teaching. This has contributed to students’ poor achievement in chemistry, linked to their background knowledge in mathematics. As such, Cognitive Behavioural Task Analysis Training (CBTAT) was used to train students to solve Mathematics-related Chemistry topics. The researcher adopted a randomized pretest-posttest control group design. The sample of 105 senior secondary school II students from Rivers State, Nigeria, participated in the study. The instrument for data collection was Mathematics-related Chemistry Essay Test (MCET) developed by the researcher. Inter-rater reliability was done and Kendell coefficient of concordance was obtained as 0.88. Data analysis was done with SPSS version 26 and the test statistic was analysis of covariance. It was found that Cognitive Behavioural Task Analysis Training had a more significant effect on students’ achievement in Mathematics-related Chemistry topics. The researcher concluded that Cognitive Behavioural Task Analysis Training enhanced students’ achievement in Mathematics-related Chemistry topics.