Teaching and Assessing High-order Skills by Design and Technology Teachers in Botswana

Journal Title: Advances in Social Sciences Research Journal - Year 2017, Vol 4, Issue 5

Abstract

Poor students’ performance in design and technology (D&T), especially at questions that call on high-order cognitive skills at national examinations, is symptomatic of teaching and assessment problems at classroom level. While it is accepted that this problem of poor performance could be multi-faceted, it is believed that a lasting solution can be found through the application of Bloom’s taxonomy of cognitive skills while preparing for and teaching in the classroom. Using a methodology orientated towards the quantitative paradigm within the post positivist philosophy and a validated questionnaire instrument, data was collected from 45 D&T teachers sampled purposively from 16 junior secondary schools in south eastern region of Botswana. Data analysis was done to test two related hypotheses and it was found that while D&T teachers teach to develop each of Bloom’s cognitive skill at a significant level, except generally for low-order skills, they were not able to do this when it came to assessment. These findings were discussed and relevant recommendations were drawn.

Authors and Affiliations

Ngakaemang, K. M. , Nenty, H. J.

Keywords

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  • EP ID EP327763
  • DOI 10.14738/assrj.45.2797.
  • Views 91
  • Downloads 0

How To Cite

Ngakaemang, K. M. , Nenty, H. J. (2017). Teaching and Assessing High-order Skills by Design and Technology Teachers in Botswana. Advances in Social Sciences Research Journal, 4(5), 13-28. https://europub.co.uk./articles/-A-327763