Abstract
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The present study evaluated the cognitive levels of reading comprehension questions present in grade 10 English Textbooks namely English Textbook for grade 10 by Sindh Textbook Board and compared it to Oxford Progressive English book 10 used in Cambridge “O Level” in the perspective of Revised Bloom’s Taxonomy. Qualitative content analysis was used as a methodology to carry out the study. To collect the data, a checklist based on Revised Bloom’s taxonomy was used as an instrument. A total of 260 reading comprehension questions from both the textbooks were evaluated. The findings of the study revealed that reading comprehension questions in English textbook for grade 10 were solely based on remembering level (100%) whereas the questions in Oxford Progressive English 10 were mainly based on understanding level (75.5%) with a small percentage of remembering (12.5%), analyzing (11.1%) and evaluating level (0.74%). This suggests that the reading comprehension questions in both the textbooks are dominantly based on lower-order thinking skills. |
Keywords
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Bloom’s Taxonomy, Content Analysis, Reading Comprehension, Textbook Evaluation |
Article
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Article # 27
Volume # 2
Issue # 4
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DOI info
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DOI Number: 10.47205/jdss.2021(2-IV)27
DOI Link: http://doi.org/10.47205/jdss.2021(2-IV)27
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