Comparative Analysis of 2021 and 2022 West Africa Examination Council (WAEC) and National Examination Council (NECO) Chemistry Multiple Choice Questions in Enugu State, Nigeria (Published)
This study compared 2021 and 2022 WAEC and NECO Chemistry multiple choice question in Enugu State, Nigeria. The comparison covered the various levels of the cognitive domain of Bloom’s Taxonomy of Educational Objectives. The population of the study was 220 West Africa Examination Council (WAEC) and National Examination Council (NECO) Senior School Certificate Examination (SSCE) objective test items for Chemistry. There was no need for sampling since the population was manageable. Percentage was used in answering the research questions while Chi-square was used in testing the hypotheses. The result showed that for both examining bodies, most of the questions were on knowledge. When the distribution of the questions across the various levels of the cognitive domain, set by WAEC and NECO were compared, significant relationship was discovered in 2021 questions, whereas in 2022 questions, no significant relationship was observed. The conclusion therefore is that, as far as the distribution of questions across the various levels of the cognitive domain is concerned, WAEC is more consistent than NECO. Based on the finding of this study, it was recommended that authorities of National Examination Council ensure that subsequent SSCE Chemistry questions are appropriately distributed across the various levels of the cognitive domain.
Keywords: Bloom’s taxonomy, Cognitive domain, National Examination Council, West Africa Examination Council
SUDAN ENGLISH LANGUAGE SYLLABUS: EVALUATING READING COMPREHENSION QUESTIONS USING BLOOM’S TAXONOMY (Published)
This study focuses on reading comprehension as one of the major language skills in learning English language. The problem of the study is based on the hypothesis that SPINE 3 (Sudan Practical Integrated National English) provides learners with a great number of reading texts which aim at promoting learners’ comprehension abilities but they do not focus on High Order Skills. The comprehension questions in SPINE3 do not cover the range of thinking skills according to Bloom’s taxonomy. The major significance of the study is to assist syllabus and material designers in writing comprehension questions so as to improve learners’ comprehension abilities. The study is descriptive analytical in nature, it adopts the content analysis approach. The findings indicate that 89% of the questions in the sample are actually Low Order Thinking Skills questions, 59% are remembering and 30% are understanding. None are geared to the High Order Thinking Skills. The study recommends that a revision of the comprehension questions in SPINE3 has to be done and new language textbooks should take into account that the comprehension questions and activities should confirm with Bloom’s taxonomy of educational objectives. The questions and activities should aim at developing both Low and High Order Thinking Skills.
Keywords: Bloom’s taxonomy, High/ Low Order Thinking Skills, SPINE Series., reading comprehension questions