Competence of Secondary School Teachers’ Usage of Bloom’s Taxonomy of Education on Lesson Preparation, Presentation and Students’ Assessments in Science

International Journal of Research and Innovation in Social Science (IJRISS) | Volume V, Issue X, October 2021 | ISSN 2454–6186

Competence of Secondary School Teachers’ Usage of Bloom’s Taxonomy of Education on Lesson Preparation, Presentation and Students’ Assessments in Science

Ajayi, Lois Folasayo
Department of Science Education, Faculty of Education Ekiti State University, Ado-Ekiti, Nigeria

Abstract: The study examined the competence of secondary school teachers’ usage of Bloom’s taxonomy of educational objectives on lesson preparation, presentation and students’ assessments in Science. The study adopted a descriptive research design of survey type. 60 Science teachers were used for this study. Stratified random sampling technique was used in selecting the 60 teachers. A 15-item inventory was administered on the 60 teachers and the data collected was analysed using descriptive statistics. The outcome of the analysis revealed that teachers’ lesson preparation, presentation and students’ assessment test were not in conformity with the Bloom’s taxonomy of education.

Keywords: Blooms’ taxonomy, Competence, Secondary school, Teachers, Lesson preparation, Lesson presentation, Students assessments, Science.

I.INTRODUCTION

The success of teaching begins with lesson preparation. A well-prepared lesson is likely to yield a huge success in students’ participation and performance in both internal and external examinations at Senior Secondary School (SSS) level (Eurydice-Maria and Maria, 2018). Lesson plans are well-prepared step by step teachers’ and students’ activities deliberately put together in order to achieve some educational objectives. Learning objectives are stated expectations from the learners as a result of the classroom activities exposed to. They are carefully constructed to bring about some specific learning outcomes. Appropriate learning objectives are expected to clearly indicate all necessary verbs that will lead to the stated learning objectives. Steps to be taken in the presentation of the learning activities must also conform with the verbs itemised in the learning objectives. These will make the classroom interaction meaningful and productive. To this end, lesson plans are not expected to be prepared for the purpose of meeting the school principal’s or education inspector’s requirements but are planned in order to ensure that the most thoughtful approaches are used with the aim of getting the student to where the learning objectives planned them to be (Brophy, 2001; Creswell, 2018). The focus of a good teacher while writing the lesson plan should be to ensure that his students actually accomplish the stated learning objectives (Sofos and Darra, 2015). Regardless of any standard laid by the school or education authorities, every

Read More