Abstract
The study was entitled as “Conceptual awareness of elementary school teachers about SOLO Taxonomy in district Vehari”. The main objectives of the present study were: (1) to find out the understanding of the teachers regarding pre-structural level of SOLO taxonomy. (2) To explore conceptual awareness of teachers about the uni-structural level of SOLO taxonomy. (3) To examine the conceptual awareness of teachers about the multi-structural level of SOLO taxonomy. (4) To find out the awareness of teachers about the relational level of SOLO taxonomy. (5) To analyze the understanding of teachers about the extended abstract level of SOLO taxonomy. The population of the study comprised all the primary teachers in District Vehari. The sample included the primary teachers teaching to primary classes. As many as 272 primary teachers were selected from the Tehsil Vehari through random sampling technique. Questionnaire was constructed with a five point Likert scale and was administered to the sample. The collected data was first tabulated and then analyzed by using the frequency and percentage method. The researcher found that majority of the teachers was confused about the perception of pre-structural level. Most of the teachers have greater thoughtful perception toward first level of SOLO taxonomy, Uni-structural level. The third level of SOLO taxonomy, Multi-structural level is the level that is highly achieved and comprehensible by the primary teachers. The relational level was percept and understood by the primary teacher to a great extent. Primary teachers’ perception about the extended abstract level was reasonable. It also concluded that the problem of conceptual awareness about the levels of Structure of Observed Learning Outcomes (SOLO) taxonomy could be improved but not totally resolved. The major recommendations were that primary teachers may have a dire need of training concerning the levels of SOLO taxonomy. Teachers may educate regarding pre-structural level. DTEs may more focus on relational level of SOLO taxonomy during workshops to educate the primary teachers for better understanding. Primary teachers may be equipped with the related literature and rich material about the levels of SOLO taxonomy. DOI: 10.5901/mjss.2014.v5n23p1135
Highlights
High quality pedagogical skills and knowledge is crucial for teachers, because it can assist them in their current teaching and learning process and in helping them in their students’ learning
DTEs may more focus on relational level of Structure of Observed Learning Outcomes (SOLO) taxonomy during workshops to educate the primary teachers for better understanding
The study reveals that majority of the teachers are not aware regarding the awareness of pre-structural level of SOLO taxonomy
Summary
High quality pedagogical skills and knowledge is crucial for teachers, because it can assist them in their current teaching and learning process and in helping them in their students’ learning. In December 2005, a dire need for the organization of a self-governing body was felt for the assessment of students’ learning achievements in the Punjab province in elementary education. According to the official site of Punjab Examination Commission, SOLO method at first was design to instruct and to assist the teachers in institutions. The new examination system (SOLO taxonomy) in Pakistan serves as a record provides an act of advice to a wide variety of stakeholders within the education sector in province of Punjab. SOLO taxonomy précises the learning process for the students having different levels of ability to know, to do, and comprehend the task . The teachers have conceptual awareness about SOLO taxonomy, for which they are ready to teach the students at elementary level all over the Punjab province
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