Bridging Education Gap in Higher Institutions of Learning Using Bloom's Taxonomy of Educational Objectives

Autor/inn/en	Aheisibwe, Irene; Kobusigye, Loyce; Tayebwa, James
Titel	Bridging Education Gap in Higher Institutions of Learning Using Bloom's Taxonomy of Educational Objectives
Quelle	In: African Educational Research Journal, 9 (2021) 1, S.69-74 (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2354-2160
Schlagwörter	Taxonomy; Educational Objectives; Unemployment; College Graduates; Educational Attainment; Case Studies; State Universities; Psychomotor Skills; Cognitive Processes; Affective Behavior; Thinking Skills; Teaching Methods; Andragogy; Student Evaluation; Apprenticeships; Internship Programs; Foreign Countries; Education Work Relationship; Uganda + Suchen Sie Ihr Suchwort? Taxonomie; Educational objective; Bildungsziel; Erziehungsziel; Arbeitslosigkeit; Hochschulabsolvent; Hochschulabsolventin; Bildungsabschluss; Bildungsgut; Case study; Fallstudie; Case Study; Staatliche Universität; Psychomotorische Aktivität; Cognitive process; Kognitiver Prozess; Affective disturbance; Active behaviour; Affektive Störung; Denkfähigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Andragogics; Andragogik; Schulnote; Studentische Bewertung; Apprenticeship; Lehre; Berufspraktische Ausbildung; Ausland
Abstract	In Uganda, there is a problem of graduate unemployment which has caused teachers, employers, policymakers, and the entire community to appreciate a critical role in bridging the existing gaps in education. This study examined how Bloom's Taxonomy of Educational Objectives can be used in bridging the education gap in higher institutions of learning. A cross-sectional descriptive survey design, with 180 participants, purposively selected was involved. The study was conducted in two public universities and one private university in South Western Uganda. Data was mainly collected using interviews and focus group discussions. Ethically, permission was sought from relevant authorities, the purpose of the study was clearly explained, participation was purely voluntary and confidentiality was ensured. Respondents described the cognitive domain as activities of the mind, affective domain as the ways in which people deal with situations emotionally and the psychomotor domain as the skills attained. The study suggests using cognitive, affective and psychomotor methods of teaching. The study recommends need to directly teach higher order thinking skills, shift from pedagogy to andragogy, instructors of higher institutions of learning should wisely select sources of content, determine how to present that content effectively, and assess students' progress in relation to that content and activities that promote psychomotor learning especially apprenticeship, internship and school practice should be encouraged. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01