Classification of end-of-chapter questions in senior school chemistry textbooks used in Nigeria
Journal Title: European Journal of Science and Mathematics Education - Year 2016, Vol 4, Issue 1
Abstract
Textbooks are a prominent part of science teaching and learning. For science teachers and students, textbooks are the major source of information for planning and classroom practice. In addition to the content of textbooks, are end-of-chapter questions that should consolidate students learning and enhance their thinking processes. Therefore, this study adopted the framework of the revised Bloom’s Taxonomy to classify and analyze end-of-chapter questions from three chemistry textbooks used in Nigeria. The results from this study indicated that majority (76%) of the questions were at the lower order of (understand, remember, and apply), while 46% and 32% measure conceptual and procedural knowledge respectively. The results further revealed that the number of questions in the categories of evaluate and create differs significantly at, F (5, 1744) = 5.61, ? < .01, from the other categories of the cognitive process skills. The following conclusions were drawn: understand and analyze categories recorded the highest number questions in the cognitive objectives; and there was no metacognitive questions. Implications for textbook authors and teachers were discussed.
Authors and Affiliations
Upahi, Johnson Enero *, Jimoh, Mutaheer
Keywords
Related Articles
- EP ID EP8089
- DOI -
- Views 360
- Downloads 26
Attracting primary school children to mathematics: The case of a city mathematical marathon
In this paper we report on the first year of an online competition in which 480 students took part. After a brief presentation of the organizational structure of the marathon and general data about students’ participatio...
Using a concept cartoon© method to address elementary school students’ ideas about natural phenomena
This study investigated the identification and subsequent development or modification of students´ ideas about scientific phenomena by teaching by concept cartoons© method. We found out ideas of students of the fourth gr...
An investigation into students’ difficulties in numerical problem solving questions in high school biology using a numeracy framework
The ‘mathematics problem’ is a well-known source of difficulty for students attempting numerical problem solving questions in the context of science education. This paper illuminates this problem from a biology education...
Advanced level biology teachers’ attitudes towards assessment and their engagement in assessment for learning
This paper reports on a Mixed Methods study involving an investigation into the attitudes of advanced level biology teachers towards assessment and describes the teachers’ experiences while being engaged in Assessment fo...
Why not start with quarks? Teachers investigate a learning unit on the subatomic structure of matter with 12-year-olds
This paper describes the second in a series of studies exploring the acceptance of the subatomic structure of matter by 12-year-olds. The studies focus on a novel learning unit introducing an atomic model from electrons...