Analysis of Grade 7 chemistry student textbook contents vis-à-vis Bloom’s Revised Taxonomy (BRT)
Year: 2025
Type: article
Abstract: The objective of this study was to analyze grade 7 student chemistry textbook contents visá-vis the cognitive domain of Bloom’s revised taxonomy (BRT). Quantitative approach content analysis design was used. Six levels of BRT cognitive domain were employed as instruments for document analysis. The BRT content analysis result revealed that the learning objectives and activities of the textbook mainly focuses on the lower order thinking levels, while experiments are more of at the higher order thinking levels of BRT. Out of 99 learning objective - 93 (93.939%), lower levels while 6 (6.061%) higher level. From 137 Activity - 132 (96.350%) lower levels while 5 (3.649%) higher levels. From 13 Experiments - 4 (30.769%) lower while 9 (69.231%) higher levels of BRT. The chi-square test result showed the difference between lower and higher BRT level of learning objectives and activities are statistically significant while an experiment is no statistically significant. This value indicated that the content of the textbook is not encouraging students to be active. Therefore, the learning objectives and activities of the textbook should be organized in a manner that equips students with higher order thinking level.
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W7220198151