Relationship between Teachers’ Utilization of Bloom’s Cognitive Taxonomy in Teaching and Students’ Academic Performance in Public Secondary Schools in Nandi County, Kenya

Bernard Kipkurui Yegon, Dr. Esther N. Kiaritha and Dr. Shikuku M. Mulambula
Additional contact information
Bernard Kipkurui Yegon: PhD. Student, Moi University, School of Education, Department of Educational Psychology, P. O. Box 3900, Eldoret, Kenya
Dr. Esther N. Kiaritha: Lecturer Moi University, School of Education, Department of Educational psychology, P.B. Box 3900, Eldoret, Kenya
Dr. Shikuku M. Mulambula: Lecturer Moi University, School of Education, Department of Educational psychology, P.B. Box 3900, Eldoret, Kenya

International Journal of Research and Innovation in Social Science, 2023, vol. 7, issue 1, 1099-1106

Abstract: There is a widespread concern by stakeholders about the academic performance in public secondary schools in comparison to private schools. The utilization of Bloom’s Taxonomy should ideally inculcate improvement in performance. The study therefore endeared to examine the relationship between teachers’ utilization of Bloom’s Cognitive Taxonomy in teaching and students’ academic performance in public secondary schools in Nandi County, Kenya. The objective of the study was to investigate the relationship between the utilization of Bloom’s Taxonomy in teaching and academic performance. The study adopted a pragmatic paradigm. This study was based on Bloom’s Cognitive Taxonomy. This study utilized a mixed method research approach with an explanatory sequential design. The research population consisted of 2055 teachers from 137 public secondary schools. The sample size was 360 teachers from 30 county schools. 30 county schools were selected using simple random sampling, from which 12 Form 3 teachers teaching 6 selected subjects were identified. Lesson observation, questionnaires, and document analysis were used to collect data from teaching and examination. Data was analyzed using Chi-square. The study revealed a positive relationship between the utilization of the taxonomy in teaching and academic performance (χ2 = 25.57 with C = 0.26). The study therefore concluded that, the association between teachers’ utilization of Bloom’s Cognitive Taxonomy in teaching and academic performance is significant but weak (C = 0.26) and contributes very little (about 6.8%) towards improvement in academic performance. This study recommended that all teachers should utilize Bloom’s Taxonomy and maximize all the levels of it in teaching so as to promote an insightful approach to learning and critical thinking experience that will enhance academic performance for the students.

Date: 2023
References: View references in EconPapers View complete reference list from CitEc
Citations:

Downloads: (external link)
https://www.rsisinternational.org/journals/ijriss/ ... ssue-1/1099-1106.pdf (application/pdf)
https://www.rsisinternational.org/journals/ijriss/ ... -nandi-county-kenya/ (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:bcp:journl:v:7:y:2023:i:1:p:1099-1106

Access Statistics for this article

International Journal of Research and Innovation in Social Science is currently edited by Dr. Nidhi Malhan

More articles in International Journal of Research and Innovation in Social Science from International Journal of Research and Innovation in Social Science (IJRISS)
Bibliographic data for series maintained by Dr. Pawan Verma ().