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The aim of the study was to investigate the Effect of a Target-Task based Problem-Solving Model on the performance of Advanced Level chemistry Students in Electrochemistry. In the study the quasi-experimental research design was employed. It used a non-randomized, non-equivalent pre-test and post-test control group design. Data were obtained from two Advanced level chemistry classes from two high schools in Gweru, Zimbabwe. One of the two classes was assigned to be the experimental group while the other class acted as the control group. The experimental group was taught electrochemistry using Target-Task Problem-Solving Model while the control group was taught using the conventional lecture method. Both groups wrote an achievement test in electrochemistry at the pre-test and post-test stages. The data obtained from both pre-test and post- test were analysed statistically using descriptive statistics (mean, standard deviation) and inferential statistics (Analysis of covariance, ANCOVA) using Statistical Package for Social Sciences (SPSS) version 20.0. All the hypotheses that were formulated were tested at the 5% level of significance. From the findings it was revealed that the students taught using the Target-Task Problem-Solving Model performed better than those exposed to the conventional lecture method. Furthermore, it was also found that the performance of students in the experimental group was not influenced by gender. The findings further show that the use of the Target-Task based Problem-Solving Model greatly enhanced the performance of low and medium scoring level students. Based on the findings of this study, it is recommended that chemistry teachers should expose learners to the Target-Task Problem-Solving Model during chemistry instruction to enhance their performance and better understanding of chemistry concepts.
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