Abstract
The study was aimed at using Target Task Approach to bridge the ability gaps of students in Secondary School Chemistry. It adopted a pretest, posttest, delayed quasi-experimental design with a sample size one hundred and seventeen students in both the experimental and control groups. Three research questions and hypotheses were raised and formulated to guide the study. The instruments for the study includes a Chemistry Achievement test (CAT) and Scholastic Ability Test. The instrument were validated and their reliabilities established. The reliability coefficient of both instrument using the Kudar-Richardson formulae 21 and Chromberg alfa were 0.89 and 0.72. Mean and standard deviation were used to answer research questions while the independent t-test was used in testing the hypotheses. The result showed a no significant difference on achievement and retention of low and high ability students taught Chemistry using Target Task Approach.
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