Preferences of the Teachers in Employing Revised Blooms Taxonomy in their Instructions

Abstract

In the present study teachers’ preferences in their instructional methods were integrated with the revised model of blooms taxonomy to seek out how much they are incorporating the instructional approaches linked with all six domains of revised bloom taxonomy. The study has also sought out the impact of teachers’ qualifications and teaching experiences on teachers’ preferences for these instructional approaches. The findings show that teachers often use the higher-order domain, while other large domains were found on average. The academic qualification and teaching experience have not found significantly correlated with these instructional approaches. The study suggests that teachers spend their time designing teaching methodologies that can promote higher-level thought skills for students, to improve their student learning qualifications. Teachers can adopt methodologies to enable their students to think and discuss the content, encourage discussion, stimulate students to find information themselves, create cause and effect, encourage student opinion, insert several characters and map concepts in the real world. Besides, additional teaching support can also be expected from educational departments and administrations.