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

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  • 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)

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.

Suggested Citation

  • Bernard Kipkurui Yegon & Dr. Esther N. Kiaritha & Dr. Shikuku M. Mulambula, 2023. "Relationship between Teachers’ Utilization of Bloom’s Cognitive Taxonomy in Teaching and Students’ Academic Performance in Public Secondary Schools in Nandi County, Kenya," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 7(1), pages 1099-1106, January.
    • Handle: RePEc:bcp:journl:v:7:y:2023:i:1:p:1099-1106
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    1. Cheung Kin & Chun Yuk Jason Tsang & Lillian Weiwei Zhang & Sandy Kit Ying Chan, 2021. "A Nurse-Led Education Program for Pneumoconiosis Caregivers at the Community Level," IJERPH, MDPI, vol. 18(3), pages 1-11, January.
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