Analysis of senior school certificate examination chemistry questions for higher-order cognitive skills.

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dc.contributor.authorUpahi, Johnson Enero
dc.date.accessioned2021-10-11T12:59:43Z
dc.date.available2021-10-11T12:59:43Z
dc.date.issued2015
dc.descriptionThe paper presents a research report in which an analysis of senior school certificate examination chemistry questions for higher-order cognitive skills was carried out.en_US
dc.description.abstractAssessment as classroom activities is a fundamental process required to determine the extent to which intended learning outcomes has been achieved. Whatever form of assessment is employed to measure students’ learning, they should include tasks that are authentic, relevant and approximate skills students will need in real-life situations. These skills are well accentuated in the advocacy of the current reforms in science education to develop students’ higher-order cognitive skills (HOCS) through question-asking, critical thinking and problem solving. Therefore, this research analyzes chemistry questions of senior school certificate examination conducted by the National Examination Council (NECO) within the framework of Bloom’s revised taxonomy of cognitive objectives. The source of data consisted of 257 questions drawn from 5 years examination, from 2010 – 2014. The results from this research indicated that about 80% and 44% of the questions require lower-order cognitive skills (LOCS) and factual knowledge respectively. The results further revealed that there was no question in the evaluate category of the HOCS, and none of the questions required students to apply metacognitive knowledge. The research concludes that the chemistry questions were not as cognitively demanding as they should be, and it is recommended that, examination should ensure that examination questions reflect the dual perspective of the Bloom’s revised taxonomy of cognitive process skills and the knowledge dimensions.en_US
dc.description.sponsorshipNear East University, Cyprus, and Cyprus Educational Sciences Associationen_US
dc.identifier.citationUpahi, J. E., Issa, G. B., & Oyelekan, O. S. (2015). Analysis of senior school certificate examination chemistry questions for higher-order cognitive skills. Cypriot Journal of Educational Sciences, 10(3), 218-227. Published by the Faculty of Education, Near East University, Cyprus, and Cyprus Educational Sciences Association. Available online at http://www.world-education-center.org/index.php/cjes/article/view/1_4/pdf_406en_US
dc.identifier.urihttps://uilspace.unilorin.edu.ng/handle/20.500.12484/6543
dc.language.isoenen_US
dc.publisherFaculty of Education, Near East University, Cyprus, and Cyprus Educational Sciences Associationen_US
dc.subjectHigher-order cognitive skillsen_US
dc.subjectBloom’s revised taxonomyen_US
dc.subjectcognitive process skillsen_US
dc.subjectknowledge dimensionen_US
dc.subjectchemistry questionsen_US
dc.titleAnalysis of senior school certificate examination chemistry questions for higher-order cognitive skills.en_US
dc.typeArticleen_US

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