Levels Of Cognitive Domain Research Articles

THE IMPACT OF A COOPERATIVE LEARNING MODEL ON STUDENTS’ SELF-MOTIVATION AND ACADEMIC PERFORMANCE IN HIGH SCHOOL

This study aimed at investigating the impact of a Cooperative Learning Model on self-motivation and academic performance in high levels of learning in students. The method of the study was quasi-experimental and the educational action was performed in two experimental groups; Hamyar Dabir cooperative teaching was employed in one group and in the other group, the same method together with students’ selfassessment for eight 90-minutes sessions were employed. The population consisted of all male students in third grade of high school in Birjand city and the sample consisted of 54 individuals in the form of three groups each consisting of 18 individuals (two experimental groups and one control group). The sample was selected using purposive sampling and the study tools consisted of a part of Motivated Strategies for Learning Questionnaire (MSLQ) by Pintrich and De Groot (1990) and a researcher-made geometry academic progress test for measuring low and high levels of cognitive domain. One-way analysis of variance and Tukey test were used for investigating the self-motivation test data. For analyzing the data from academic achievement test mixed analysis of variance was used. The main findings of the study indicate that “cooperative learning and self-assessment” are effective in improving “self-motivation” of students in geometry course. Also, “cooperative learning and self-assessment” had significant impact on and created difference in components of self-motivation or “motivational beliefs” in the groups. In addition, Hamyar Dabir (cooperator with teacher) cooperative learning model and self-assessment had positive impact on both high and low levels of learning of students in the cognitive domain.

An Analysis of the Sixth Grade Science Curriculum in Light of the Levels of Cognitive Domain of the New Version of Bloom's Taxonomy

T he aim of this study was to analyze the 6th grade science curriculum in Saudi Arabia in terms of the levels of cognitive domain of Bloom‘s Taxonomy. The study was carried out in two units: the materials, and science helps human. The analysis of the textbook was through analyzing words and images. The analyzed data were divided into a number of categories 1- Objectives; 2- New Concepts and Definitions; 3- Illustrative Pictures and Descriptions; 4- Activities; 5- Evaluation. Then, the results of the analysis have been compared with Bloom's Cognitive Taxonomy in order to place them into an appropriate level in the Taxonomy. The findings show that the contents of the two units mainly concentrate on the first three levels in the Taxonomy; remembering, understanding, and applying. Unfortunately, there were limited of the two units' contents meet the advanced three levels of the Taxonomy; analyzing, evaluating, and creating.

An Analysis of the Sixth Grade Science Curriculum in Light of the levels of Cognitive Domain of the New Version of Bloom's Taxonomy

T he aim of this study was to analyze the 6th grade science curriculum in Saudi Arabia in terms of the levels of cognitive domain of Bloom‘s Taxonomy. The study was carried out in two units: the materials, and science helps human. The analysis of the textbook was through analyzing words and images. The analyzed data were divided into a number of categories 1- Objectives; 2- New Concepts and Definitions; 3- Illustrative Pictures and Descriptions; 4- Activities; 5- Evaluation. Then, the results of the analysis have been compared with Bloom's Cognitive Taxonomy in order to place them into an appropriate level in the Taxonomy. The findings show that the contents of the two units mainly concentrate on the first three levels in the Taxonomy; remembering, understanding, and applying. Unfortunately, there were limited of the two units' contents meet the advanced three levels of the Taxonomy; analyzing, evaluating, and creating.

Preparation of Blue Prints for formative Theory Assessment of Undergraduate Medical Students in Community Medicine

The written assessment of medical students is very important in view of assessing the various levels of cognitive domains. The validity of any assessment depends upon the appropriate constriction of assessment tool. Framing an ideal theory assessment tool that covers the whole syllabus with proportionate weightage to various content areas according to their importance is big challenge for the paper setter. Considering the vast nature of Community Medicine syllabus constructing a theory assessment tool as per above said ideals is still more difficult. Blueprinting of syllabus i.e. covering all the content areas with allocating proportionate weightage to various content areas can overcome this issue and helps the paper setter to construct a uniform and valid assessment tool. Department of Community medicine has constructed such two blue prints that can be used for either formative or summative type of theory examination.

Preparation of Blue Prints for formative Theory Assessment of Undergraduate Medical Students in Community Medicine

The written assessment of medical students is very important in view of assessing the various levels of cognitive domains. The validity of any assessment depends upon the appropriate constriction of assessment tool. Framing an ideal theory assessment tool that covers the whole syllabus with proportionate weightage to various content areas according to their importance is big challenge for the paper setter. Considering the vast nature of Community Medicine syllabus constructing a theory assessment tool as per above said ideals is still more difficult. Blueprinting of syllabus i.e. covering all the content areas with allocating proportionate weightage to various content areas can overcome this issue and helps the paper setter to construct a uniform and valid assessment tool. Department of Community medicine has constructed such two blue prints that can be used for either formative or summative type of theory examination.

Using Preclinical High-Fidelity Medical Simulations to Integrate Pharmacology and Physiology with Clinical Sciences

The medical educational literature is replete with proposed curricular models designed to integrate critical foundational sciences like physiology and pharmacology with clinical sciences vertically and horizontally. Yet gaps exist on the best pedagogy and procedures to maximize conceptual integration and learner encapsulation at the instructor and sessional level. We now present a model for how to implement and effectively integrate pharmacology and physiology with other essential foundational and clinical sciences using preclinical high-fidelity medical simulations carefully scaffolded using a modified Bloom’s taxonomy framework to keep cognitive domain levels appropriate to the novice medical student’s abilities.

English

In this study, the effects of teacher assistants’ collaborative learning and learners’ on and academic achievement at high levels have been investigated. Collaborative learning teaching method (Jigsaw and teacher assistant) is used for one group and the other group had also the same as well as learners’ for eight 90-min-sessions. The study population included 75 persons who are divided into three groups of 25 subjects (two experimental groups and one control group). Using a learning techniques questionnaire and the motivated strategies for learning questionnaire (MSLQ) as well as a self-developed achievement test to measure the geometry in the lower and upper levels of the cognitive domain, it was revealed that cooperative learning and self-assessment have a positive effect on promoting learners’ self-regulation knowledge for geometry course. Collaborative learning and also have a positive impact on academic achievement at low land high levels of learners’ cognitive domain. Key words: Collaborative learning, teacher assistance, self-regulation, motivational beliefs, self-efficacy, high levels of cognitive domains.

Achieving competencies with grammar school students through utilisation of selected didactical principles: Case study of geographic features of Europe

The aim of this research was to ascertain the competencies of grammar school students who learn geographic features of Europe by applying selected didactical principles. The research included 2nd grade students of 'Laza Kostić' Grammar School in Novi Sad (North Serbia). Selected classes were divided into two groups of students. The experimental group teaching was performed through traditionally lecture based teaching in the classroom with the main usage of principles of intuition and science. The control group learned through group form of teaching with the main usage of principles of interesting and attractiveness and conscious activities of students. A questionnaire containing 15 statements was used while teaching the experimental lessons. This questionnaire (based on the Likert-type 5 point scale) has been drawn up and it included a survey where students evaluated motivation and participation in the process of teaching geography or activities and learning/acquiring certain geographic content using selected didactic principles, forms, methods and tools. There was a test, which consisted of 9 questions of different levels of cognitive domains of learning - knowledge, skills and abilities. In order to determine whether there is a correlation between self-evaluation of the level of motivation, participation and learning, the self-evaluation of the level of motivation, participation and the knowledge test between the experimental and control group, Pearson correlation coefficient was determined. The results show that the level of students' reproductive knowledge remains the same in research-based traditional and modern teaching, but the problem-solving skills and abilities related to selected geographical features improved within experimental group of students.

Medical Undergraduates’ Residual Knowledge of Structural, Functional and Clinical Aspects of Cell and Histology at Recall and Understanding Levels

Context: The importance of the knowledge of Cell and Histology in grasping the paraclinical and clinical sciences by medical undergraduates is understandable. The rapidly changing scenario of the concepts of teaching-learning and assessment demands assessing the status of undergraduates’ residual knowledge from the viewpoint of teachers, curriculum planners and educational researchers. Materials and methods: Answering text-based (60%) and illustration-based (40%) single-sentence True/ False questions was attempted by 373 undergraduates who had completed the Cell and Histology portion of their course 3 to 6 months earlier in two government and two private medical colleges of Bangladesh. There were structurally-oriented (46.67%), functionally-oriented (43.33%) and clinically-oriented (10%) questions addressing mainly recall (58%) and understanding (40.67%) levels of cognitive domain. Comparisons were made among the numbers of correct answers to different types of question using ANOVA Post Hoc and t test, as applicable. Results: The mean frequency of correct response was 54.25%. Significantly more (p= 0.00) correct responses were recorded for the clinically-oriented (62.47%) and functionally-oriented (54.46%) questions than for the structurally-oriented (52.62%) questions. There were significantly (p= 0.00) fewer correct responses for the understanding-level questions (51.13%) than for the recall-level questions (56.65%). Conclusion: These results suggest that the residual knowledge of Cell and Histology in the undergraduates, though not very rich, may be governed both by a sense of relevance and by memorisation. Further study with a larger sample can add to these results to dictate curriculum modification and implementation, regarding teaching and assessment, in making learning more relevant and less memorisation-dependent. DOI: http://dx.doi.org/10.3329/bja.v11i1.20507 Bangladesh Journal of Anatomy, January 2013, Vol. 11 No. 1 pp 34-43

A Third-Order Item Response Theory Model for Modeling the Effects of Domains and Subdomains in Large-Scale Educational Assessment Surveys

Second-order item response theory models have been used for assessments consisting of several domains, such as content areas. We extend the second-order model to a third-order model for assessments that include subdomains nested in domains. Using a graphical model framework, it is shown how the model does not suffer from the curse of multidimensionality. We apply unidimensional, second-order, and third-order item response models to the 2007 Trends in International Mathematics and Science Study. Our findings suggest that deviations from unidimensionality are more pronounced at the content domain level than at the cognitive domain level and that deviations from unidimensionality at the content domain level become negligible after taking into account topic areas.

A Psychological Model of Translation Quality Assessment: Applying Bloom’s Taxonomy of Educational Objectives to Grade English Texts

The present study explored the possibility of grading English texts based on the psychological processes a non-native English translator might go through by applying Benjamin Bloom’s Taxonomy of Educational Objectives: Cognitive Domain. The researchers’ primary assumption was that the difficulty of English texts would increase as the translator’s performance proceeds from translating an English text that requires their only language Knowledge through the texts requiring increasing demands of their Comprehension, Application, Analysis, Aynthesis and Evaluation abilities. To the researchers, the quality of the translation performance could be assessed based on the type of psychological processing they conduct in translating a given text. To fulfil the ultimate purpose of the research, 30 undergraduate students majoring in English translation at Islamic Azad University, Karaj Branch, Iran took part in this investigation in 2012. In addition to Comprehensive English Language Test (CELT), the participants were given a translation essay-type test that included six short English passages of 150 to 200 words. The texts were carefully graded based on the type of behavioural objectives (i.e., psychological processes) demanded of the translator and listed according to the hierarchy of Bloom’s cognitive domain. A non-parametric test of Kruskal Wallis proved that except for the fifth level, the Synthesis text, the trainee translators’ quality of performance was graded properly based on the difficulty levels expected and explored in Bloom’s levels of cognitive domain. The findings in this study are considerately practical in translation quality assessment, upgrading the reliability estimate of translation tests and teaching translation skills and strategies.

INQUIRY DYNAMICS IN THE STUDY OF PERTURBATIONS TO A STATE OF CHEMICAL EQUILIBRIUM

Educational institutions are not being effective, because they do not give individuals what they need to integrate into postmodern society, nor produce citizens that postmodern society needs. Shortcomings include the scientific literacy and cognitive domain levels attained, with an aggravating waning interest in science among pre-university students. We present an inquiry module, an inquiry dynamic, as an education resource for the study of perturbations of a chemical equilibrium state by pre-university or university students of basic chemistry, to contribute to the relevance and popularity of science, potentiation of science literacy and development of cognition. Here we describe an investigation with pre-university students.

Estimating the Difficulty Level of EFL Texts: Applying Bloom's Taxonomy of Educational Objectives

The purpose of the present study was to explore the impact of difficulty level of texts on EFL learners’ reading comprehension through the application of Bloom’s cognitive taxonomy. The researchers’ primary assumption was that reading EFL texts would become more difficult as the learners’ performance proceeds from a text targeting their Knowledge abilities through the texts tapping on their Comprehension, Application, Analysis, Synthesis to Evaluation abilities. To fulfil the ultimate purpose of the research, 32 undergraduate students majoring in English translation at Islamic Azad University, Karaj Branch, Iran took part in this investigation in 2011. In addition to Comprehensive English Language Test (CELT), the participants were given a teacher–made reading comprehension test, included six short reading passages from 154 to 166 ranges of words and 30 multiple- choice items which compiled and constructed based on the six levels in the hierarchy of Bloom’s cognitive taxonomy. Analysis of Variance (ANOVA) proved that except for the fifth level, the Synthesis text, the EFL learners’ performance was graded properly based on the difficulty levels expected and explored in Bloom’s levels of Cognitive Domain. The findings in this study are considerably practical in developing EFL materials and teaching reading skills and strategies.

Analysis of Twelfth Grade Chemistry Textbook Questions in Palestine

This study aimed at identifying the ratios of manifestation of the cognitive domain levels, percentages of objective questions, essay questions, it also intended to identify the availability percentages of scientific processes in questions, besides identify the availability percentages of scientific processes included in the twelfth grade chemistry textbook in Palestine. The study adopted the content analysis technique and took the sub-question and theme as a unit of analysis. The results are: Questions of the chemistry textbook focused mainly on the cognitive domain; the ratios of questions were as follows: memorization (22.2%), comprehension (24.5%), application (41.4%), analysis (10%), synthesis (0.6%), and evaluation (1%). Objective questions (22%), essay questions (78%), multiple choice questions (47%) true or false (35%) fill in the spaces (18%). Science expression process (21.1%), chemical computation process (18%), definition of terms process (10%), explanation process (8.4%), inferring process (7.4%), chemistry classification process (6.3%), recognizing chemical compounds and symbols, and derivation process (4%) for each, prediction (3%), comparison (2%), observation (0.6%) and finally hypothesizing (0.2%). The most recurrent science process included in the chemistry textbook activities were observation (30%), recognition (21.4%), chemical computation (18%), comparison (12.5%), and science expression (9%). The study recommended taking care of evaluating the affective and psychomotor aspects of the chemistry textbook; taking into account balance of the textbook questions; increasing the questions numbers on the synthesis and evaluation levels; formulation, hypothesizing questions, observation, comparison, prediction and classification; reformulating the questions with artistic mistakes to match the criteria of good phrasing of questions.

Innovative Tutorial With Case Based Approach And Peer Assisted Learning

A tutorial is a small group learning method where students gather together with a tutor to discuss, interact and clarify previously presented material in more detail and also clarifying individual doubts. Objectives: To conduct tutorial using case based approach, to assess whether students have understood all the concepts using pre and post multiple choice questions test and to evaluate the effectiveness of this innovative tutorial using feedback questionnaire from students. Methodology: Topics were announced one week earlier. Students allotted were 25 and time allotted was 2 hours. Pre test was given to assess the base line knowledge of the students in these topics using 20 multiple choice questions. 20 different case scenarios were used. Each student was made to comment on one of the case scenario. Each case had 3 questions to test their different taxonomic level of cognitive domain like knowledge, comprehension and application. A post-test was conducted at the end of the tutorial and feedback was obtained from each student using a questionnaire. Results: Evaluation of feedback forms revealed that all 20 students expressed that case based tutorial was effective, helped in understanding the topics better, there was safe environment for learning and they all liked learning from their peers. Comparison of pre and post test scores revealed 33% increase in post test after attending case based tutorials. Conclusion: Case based tutorial facilitates active learning, better understanding of concept and improves problem solving capacity. Key words:tutorial, cased based approach, peer assisted learning

Final Test Analysis of Post Graduate Medical Residents

Background and purpose : Multiple choice questions are the most frequent test for medical students. It is important to analysis the overall response to individual questions in the test.The aim of this study is to analyse questions of post graduate medical residency tests. Methods : Final annual local (Ramadan medical school) and national tests given to three Residency groups including 17 Obstetrics and gynecology testees, 7 pediatrics and 12 internal medicine in 2004 were studied. In local tests residents answered to 148, 150 and 144 and in national tests to ISO MCQS. Questions were evaluated regarding cognitive domain level, Difficultly index and Discriminative index and finally to evaluate the optimal, proper, acceptable and ''must omitted questions. Results : Questions of local Obstetrics and gynecology, pediatrics and internal medicine tests evaluated the recall level in 72%, 72% and 51% and in national tests 71%, 35% and 19%, respectively. Questions with Discriminative indices of 0.7 or more (proper) were 3 and 5% in Obstetrics and gynecology, 3.5% and 1% in pediatrics and 1% in local and national tests. Proper difficulty indices (30-70) were shown in 53% and 54% in Obstetrics and gynecology, 34% and 43% in pediatrics and 40% and 42% in internal medicine. Generally evaluating, must omitted questions in local and national tests were 76% in Obstetrics and gynecology, 81% and 79% in pediatrics and 91% and 85% in internal medicine. The most common causes making the questions to be considered must omitted in studied tests were negative, zero or less than 0.2 Discriminative indices. Conclusion : Test analysis of final annual local (Ramadan medical school) and national tests of Obstetrics and gynecology, Pediatrics and internal medicine residency programs in 2004 revealed that most of the questions are planned in recall level, harbor improper Discriminative indices, Difficulty indices and generally evaluating are must omitted. Keyword: multiple choice questions/test analysis, difficulty index discriminative index

The effects of computer-assisted material on students’ cognitive levels, misconceptions and attitudes towards science

The purpose of this study was to investigate the effects of a Computer-assisted Instruction Material (CAIM) related to “photosynthesis” topic on student cognitive development, misconceptions and attitudes. The study conducted in 2002–2003 academic year and was carried out in two different classes taught by the same teacher, in which there were fifty two 11th grade high school students, in central city of Trabzon in Turkey. An experimental research design including the photosynthesis achievement test (PAT), the photosynthesis concept test (PCT) and science attitude scale (SAS) was applied at the beginning and at the end of the research as pre-test and post-test. After the treatment, general achievement in PAT increased by 10% in favour of experiment group (EG) at ( p < 0.05) significant level. Although the increase in cognitive development at knowledge level was 14.8% in the EG and 18.2% in the control group (CG), the development at comprehension and application levels were 19.8–18.5 in the EG and 1.75–0.86 in the CG, respectively. This result showed that using CAIM in teaching photosynthesis topic was very effective for students to reach comprehension and application levels of cognitive domain. However, CAIM did not change major misconceptions related to photosynthesis topic in EG as expected. Meanwhile, same misconceptions in EG about source of energy for plants and their nutrition were decreased more than CG. It was also found out that there was little change about students’ attitudes towards science education in both groups.

THE EFFECT OF EDUCATIONAL WORKSHOPS ON APPROPRIATE DESIGN OF LESSON PLAN & APPLICATION OF DIFFERENT LEVELS OF COGNITIVE DOMAIN IN FACULTY STAFF OF (SHAHEED SADOOGHI'S) YAZD UNIVERSITY OF MEDICAL SCIENCES. IN 2000-2001: AN IRANIAN EXPERIENCE

Background: Lesson plan plays an important role in structuring the activity of the teacher and hence facilitates learning. It seems that our faculty members don't have enough knowledge about appropriate lesson planning. Purpose: The objective of this study was to determine if the educational workshops could improve the design of the lesson plan. Methods: 251 lesson plans from 235 faculty members were evaluated before and after the workshops, arranged to pave the way for appropriate design of lesson plan and application of cognitive domains action verbs according to bloom's taxonomy of cognitive domain and Indiana university lesson plan format. Results: Before workshops, 20.9% of the staffs' lesson plans designed correctly, 12% designed incorrectly and 67.1% of the staff didn't have lesson plan. After the workshops correct designs increased to 49.3%, incorrect design 17.4% and lack of lesson plans decreased to 34.3% . correct application of action verbs before the workshops showed 51.5% which dropped to 31.7% after workshops. Conclusion: Lesson planning workshops have considerable effect on the level of cognitive domain (in terms of bloom's taxonomy) and also improve the abilities of staffs in appropriate design and format of lesson plans. Keywords: EDUCATION WORKSHOPS, LESSON PLAN, BLOOM'S TAXONOMY, COGNITIVE DOMAIN

ANALYSIS OF TURKISH HIGH-SCHOOL CHEMISTRY-EXAMINATION QUESTIONS ACCORDING TO BLOOM’S TAXONOMY

Improving students’ conceptual understanding depends on the question types asked in exams by the teachers. In the related literature, in order to analyse the cognitive levels of the questions, Bloom’s Taxonomy has been mostly used. The aim of this study was to analyse and compare the chemistry questions asked in exams at different schools in two cities in Turkey in terms of the levels of cognitive domain of Bloom’s Taxonomy. The study was carried out in three types of high schools (student age: 14-17): ‘Ordinary’, ‘Anatolian’, and ‘Vocational’, from the cities of Trabzon and Amasya, with 17 chemistry teachers in 2000-01. 403 questions set in school examinations were analysed. It was found that 96% of the questions were of the lower-order cognitive skills (LOCS) type. Statistical tests showed that the question types were related to school type. On the other hand, more than half of the questions asked in the university entrance examination (OSS) were of the higher-order cognitive skills (HOCS) type. This contradiction causes a problem between the assessment at high school and that at the OSS. Recommendations for overcoming this problem are made. [Chem. Educ. Res. Pract.: 2003, 4, 25-30]

The Effects on Students' Cognitive Achievement When Using the Cooperative Learning Method in Earth Science Classrooms

This study investigated the effects of cooperative learning instruction versus traditional teaching methods on students' earth science achievement in secondary schools. A total of 770 ninth‐grade students enrolled in 20 sections of a required earth science course participated in this nonequivalent control group quasi‐experiment. The control groups (n= 10) received a traditional approach, while the experimental groups (n= 10) used cooperative strategies. Study results include (a) no significant differences were found between the experimental groups and the control groups when overall achievement (F= 0.13, p &gt; .05), knowledge‐level (F= 0.12, p &gt; .05), and comprehension‐level (F= 0.34, p &gt; .05) test items were considered; and (b) students who worked cooperatively performed significantly better than students who worked alone on the application‐level test items (F= 4.63, p &lt; .05). These findings suggest that cooperative‐learning strategies favor students' earth science performance at higher but not lower levels of cognitive domains in the secondary schools.