Please use this identifier to cite or link to this item: http://prr.hec.gov.pk/jspui/handle/123456789/17374
Title: Analysis of Relevancy of Secondary School Science Curriculum with Bloom's Taxonomy in Khyber Pakhtunkhwa
Authors: Bibi, Fahmida
Keywords: Social Sciences
Education
Issue Date: 2021
Publisher: Gomal University, Dera Ismail Khan
Abstract: The study aims to see the relevancy of science curriculum taught at secondary level with three main domains of Bloom’s taxonomy. This also focuses to see the sub level of cognitive, affective and psychomotor domain whether these are covered in the science curriculum at secondary level or not. This study also analyzes the gender-based results of science curriculum according to the Bloom’s taxonomy. The descriptive, quantitative and observational design was carried out to conduct the study. The population of the study constituted the total enrolment of students in high school which is 46774 (27840 male and 18934 female). The sample was taken through random sampling technique and 400 students (200 boys and 200 girls) were taken to cover cognitive domain whereas 10 classrooms (2 schools in each district, 1 male and 1 female) were observed for finding the relevancy of science curriculum with affective and psychomotor domain. The researcher used a self constructed valid and reliable test for collecting quantitative data for checking the relevancy secondary school science curriculum with the cognitive domain of Bloom’s taxonomy. The test was developed on the basis of three chapters each from Physics, Chemistry and Biology of class 10th. Observational sheet was administered gathering data regarding affective domain. Similarly, the data related to psychomotor domain was also gathered through observational checklist. All the instruments were processed for purpose of validation and similarly their reliability was checked by applying Cronbach’s Alpha. The quantitative data collected through tests were analyzed through descriptive and inferential statistics. First the data of cognitive domain collected through tests was analyzed through simple percentage. To see the difference between the means of gender and districts wise, inferential statistics t-test and ANOVA were used. The data collected through checklist for checking the relevancy of science curriculum at secondary level with the affective domain was analyzed by using mean and rank order. The data collected through checklist for tallying with science curriculum with psychomotor domain was summarized and presented in narrative form. The results of the study show that science curriculum at secondary level is properly developed in line with the Bloom’s taxonomy covering the entire three domains but it is not properly practiced. The results of the study further show that the performance of students at the early three level of xvi cognitive domain was found good but as the level proceeds to higher level, the performance of students both male and female goes down. The results related to affective domain, it was found that the organization and internalize value i.e., behavior of the students during science work, problem solving ability and respect in peer group are less shown in classroom observation. Similarly, mutual cooperation during group and their behavior in classroom are less followed. The lower level of psychomotor domain i.e., perceptions, set, guided response and mechanism were good but complex overt response, adaptation and origination the performance of students of both the genre was found low. The study recommends proper implementation of science curriculum covering the entire three domains up to maximum level in its true sense. The organization and internal value need to be improved in classroom activity while teaching science curriculum similarly the psychomotor domain needs to be fully adopted covering its higher level. Key terms: Bloom’s taxonomy. Cognitive Domain. Affective Domain. Psychomotor Domain.
Gov't Doc #: 23576
URI: http://prr.hec.gov.pk/jspui/handle/123456789/17374
Appears in Collections:PhD Thesis of All Public / Private Sector Universities / DAIs.

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