Application of the Bloomâs Taxonomy in Online Instructional Games

Ahmad, Tuan Sarifah Aini Syed; Hussin, Anealka Aziz

doi:10.6007/ijarbss/v7-i4/2910

Cited by 6 publications

(7 citation statements)

References 4 publications

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“…After that, Krathwohl (2002) postulates that RBT alleviates the pressure on students in writing classes because it suggests the educators to teach writing topics from easy to the difficult format. Additionally, Ahmad and Hussin (2017) attest that teaching grammar through online games can boost students' grammar performance dramatically if games are designed according to the principles of RBT. They elucidate that questions should be asked in a balanced way rather than asking an easy and a hard question consecutively.…”

Section: Literature Reviewmentioning

confidence: 99%

The Effects of Revised Bloom’s Taxonomy Enriched Instruction on EFL Learners’ Writing Performance in an Academic Writing Course

2023

IJSSES

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Bloom's Taxonomy has received considerable attention on a global scale since it was first introduced by Benjamin Bloom and his associates in 1956. Since then, it has served as the basis for test design and curriculum development in many institutions globally. Bloom's Taxonomy was revised in 2001 by Lorin W. Anderson and his associates to refine terms in learning objectives. Six classifications have been set to define learning outcomes in a graded way. To this aim, current study was carried out to measure the effects of Revised Bloom Taxonomy enriched instruction on students' scores in an Academic Writing course. 40 students,17 female and 23 male ones, were chosen through systematic sampling method. The students were studying at TISHK International University Language Preparatory School located in Erbil, Iraq in 2021-2022 Academic Year. Control group students received traditional writing instruction, whereas experimental group students were exposed to Revised Bloom's Taxonomy integrated instruction. The study lasted 12 weeks, and each student was required to write 6 essays according to a pre-defined plan. Data were collected via a pre-test, a post-test exam, an interview and a survey, in line with a mixed method research design. The findings of the study revealed that Revised Bloom Taxonomy based writing instruction increased students' writing scores substantially, improved their motivation and changed their attitudes towards learning the rules of creative writing in a graded format, whereas the gains were not noticeable in the control group. The findings of the study can have some implications for stakeholders in education who are exploring ways to integrate taxonomy into their Academic Writing course curriculum.

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Section: Literature Reviewmentioning

confidence: 99%

The Effects of Revised Bloom’s Taxonomy Enriched Instruction on EFL Learners’ Writing Performance in an Academic Writing Course

2023

IJSSES

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“…Therefore, the indicators created in the blueprint follow the hierarchy of cognitive and psychomotor domains. The cognitive domain is classified into six hierarchies, called remember (C1), understand (C2), apply (C3), analyze (C4), evaluate (C5), and create (C6) (Ahmad & Hussin, 2017;Nurdiana, 2018;Octoria et al, 2016;Oktaviana & Susiaty, 2020). As the same with the cognitive domain, the psychomotor domain is classified into five hierarchies, called imitation (P1), manipulation (P2), precision (P3), articulation (P4), and naturalization (P5).…”

Section: Design Stagementioning

confidence: 99%

Developing Assessment Instruments for English Literacy in Blended Learning for Junior High School Students

2023

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This research intended to develop assessment instruments for English literacy in blended learning. The study employed survey, observation, interview, and document study as the methods with a questionnaire, observation checklist, interview guide, and school document as the instruments to collect the data framed within RnD design with the 4D model by Thiagarajan et al. The developed instruments were categorized as ‘very high validity’ and ‘very good’ for their content validity (1.00) and product quality (96% and 98%) by the two judges. It indicates that assessment of learning, assessment for learning, and assessment as learning combined with authentic materials are necessary to improve the learning process as well as the students’ English literacy skills. It also implies that English teachers need to highlight the use of assessment for learning and assessment as learning since those assessments lack attention previously.

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“…Future educators can instill accountability in their deserving students and recognize that each learner is unique based on individual differences, allowing them to pinpoint his or her strengths and weaknesses in order to further improve the students. As with all taxonomies, there must be a very clear instructional intention for growth in this area specified in the learning objectives when labeling objectives use this domain (Syed Ahmad and Hussin, 2017).…”

Section: Affective Domainmentioning

confidence: 99%

Embedded System Design Student’s Learning Readiness Instruments: Systematic Literature Review

Elfadil

Ibrahim

2022

Front. Educ.

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To evaluate and measure the effects of student’s preparation before studying an embedded system design course, a systematic literature analysis was conducted, spanning publications from 1992 to 2020. Furthermore, evaluating such effects may help to close the gap between academically taught abilities and industry-required skills. The goal of the review was to gather and evaluate all reputable and effective studies that have looked into students’ learning preparation issues and solutions in embedded system design courses. Nonetheless, the purpose of this work was to extract and discuss the key features and methodologies from the selected research publications in order to present researchers and practitioners with a clear set of recommendations and solutions. The findings revealed that no instrument has been developed yet to assess students’ readiness to take up an embedded system design course. Furthermore, the majority of the instruments offered lacked concept clarity.

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Application of the Bloomâs Taxonomy in Online Instructional Games

Cited by 6 publications

References 4 publications

The Effects of Revised Bloom’s Taxonomy Enriched Instruction on EFL Learners’ Writing Performance in an Academic Writing Course

The Effects of Revised Bloom’s Taxonomy Enriched Instruction on EFL Learners’ Writing Performance in an Academic Writing Course

Developing Assessment Instruments for English Literacy in Blended Learning for Junior High School Students

Embedded System Design Student’s Learning Readiness Instruments: Systematic Literature Review

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Application of the Bloomâs Taxonomy in Online Instructional Games

Cited by 6 publications

References 4 publications

The Effects of Revised Bloom’s Taxonomy Enriched Instruction on EFL Learners’ Writing Performance in an Academic Writing Course

The Effects of Revised Bloom’s Taxonomy Enriched Instruction on EFL Learners’ Writing Performance in an Academic Writing Course

Developing Assessment Instruments for English Literacy in Blended Learning for Junior High School Students

Embedded System Design Student’s Learning Readiness Instruments: Systematic Literature Review

Contact Info

Product

Resources

About

Application of the Bloomâs Taxonomy in Online Instructional Games