ISSN: 2222-6990
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Professional teaching is not up to mark throughout Sindh in general and district Mirpurkhas in particular. It is generally assumed and accepted that the teachers only touch knowledge and comprehension levels of Bloom’s cognitive domain. The other two affective and psychomotor domains are openly ignored in both the curricula and professional teaching. Present qualitative study is an attempt to evaluate the existing teaching regarding Bloom’s three domains at secondary school level in District Mirpurkhas. The purposive sampling included the 30 students; out of them 10 students (05 boys and girls each) were interviewed and 20 students (10 boys and girls each) were selected for focus-group-discussions separately. Findings revealed that the existing teaching was teacher centered rather than learner-centered. Teaching strategies mostly involved knowledge and rote learning with a little focus on comprehension that is of course the lower levels of cognitive domain while the affective and psychomotor domains remained untouched throughout.
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In-Text Citation: (Rupani, & Bhutto, 2011)
To Cite this Article: Rupani, C. M., & Bhutto, M. I. (2011). Evaluation of Existing Teaching Learning Process on Bloom’s Taxonomy. International Journal of Academic Research in Busines & Social Sciences. 1(2), 49-57.
Copyright: © 2011 The Author(s)
Published by HRMARS (www.hrmars.com)
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