Teaching testing higher cognitive skills: A case of selected high schools in Swaziland
2011
Mantyi-Ncube, B. (University of Swaziland, Luyengo (Swaziland). Consumer Sciences Dept.) | Hlophe, N. (University of Swaziland, Luyengo (Swaziland). Consumer Sciences Dept.)
The descriptive study employed content analysis procedures to identify levels of cognition at which Home Economics (HE) teachers, teach and test their students. Lesson plans, mid-year and end-of-year examination questions provided data for the study. Instructional objectives and examination questions (2006-2007) designed by HE teachers were classified into levels of cognition to determine levels of instruction and testing used by the teachers. Intra-rater rating was calculated using the Pearson coefficient. The instrument reliability was 0.74. Statistical Package for Social Sciences was used for data analysis. Independent-sample t-test was used to compare the relationship between planning and testing levels in the various cognitive levels. Findings indicated the knowledge level of cognition, as the most used with 50.2% of the examination questions and analysis level the least used, with only 2.1% of the questions.
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