EVALUATING THE TEXTBOOKS OF KPK BOARD USING BLOOM'S TAXONOMY OF LEARNING OUTCOMES: A COMPARATIVE STUDY OF ENGLISH FOR GRADE X AND XI

Authors

  • Sadia Malik, Hadeeqah Hassan, Dua’a Ahmed Butt

Abstract

Learning outcomes are written statements that clarify what a successful learner ought to achieve by the end of the program, module, course, unit, etc. This paper aims at examining the categories of student learning outcomes (SLOs) presented in textbooks of English for grades X and Xl prepared by the KPK Education Board, Pakistan, using the modified version of Bloom’s taxonomy. Codifying the learning objectives involved formulating a scheme based on Anderson and Krathwohl’s framework. The learning outcomes given at the beginning of each chapter in both textbooks were codified and their frequencies of occurrence and percentages were calculated and presented in tabulated form. Learning outcomes were also split into two categories of higher-order thinking skills (HOTS) and lower-order thinking skills (LOTS). Results of this research revealed that the percentage of HOTS came out to be 22.4 % and 23.1% for grade X and Xl textbooks, respectively. Conclusively, lower-level cognitive skills were more commonly used in both books than higher-order ones implying the change in the areas of language teaching and syllabus designing. Since the success of a course/module is reflected in the SLOs, they need to be designed to include a higher percentage of HOTS to prepare the learners to think critically

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Published

2022-12-30

How to Cite

Dua’a Ahmed Butt, S. M. H. H. . (2022). EVALUATING THE TEXTBOOKS OF KPK BOARD USING BLOOM’S TAXONOMY OF LEARNING OUTCOMES: A COMPARATIVE STUDY OF ENGLISH FOR GRADE X AND XI. Pakistan Journal of Educational Research, 5(4). Retrieved from https://pjer.org/index.php/pjer/article/view/662